At Cawthornes’s we deliver daily mathematics lesson of 45 minutes in KS1 and, where possible, an hour in KS2. In the Early Years teachers plan for a small group activity and then follow-on activities in Continuous Provision.
Learning objectives for KS1 and KS2 must be sourced from the White Rose Maths website.
Where appropriate, the following year groups will be taught together:
Years 1 & 2
Years 3 & 4
Years 5 & 6
The mixed age overviews link the vast majority of objectives together so that children can be taught within these groupings.
Learning objectives for EYFS are taken from Development Matters.
Lessons will usually be structured as follows:
| Part 1 | Starter activities which will be linked to previous learning. |
| Part 2 | Pre-teaching of a specific skill. |
| Part 3 | Main part of the lesson |
| Part 4 | Plenary |
Teachers may decide to start a lesson by reviewing work from a previous lesson. Each lesson should include an element of using and applying. Teachers should plan to move children onto applying their skills as soon as they have mastered a skill.
PROGRESSION and DIFFERENTIATION
Teachers are aware of the age-related requirements, precursor skills and subsequent learning and use this knowledge when planning to ensure every child makes progress.
‘Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.’
National Curriculum 2014
CHALLENGING THE HIGHER ABILITY
Able mathematicians at Cawthorne’s are given regular opportunities to think in detail about lots of stimulating mathematical challenges. Higher achievers will complete ‘greater depth’ work as swiftly as possible and must not be held back by being asked to complete work set for the majority. More-able children should are offered a mixture of questions which yield a definite answer or conclusion along with more open investigative problems. Children are given opportunity to explain their understanding and justify their answers.
ASSESSMENT for LEARNING and Assessment of Learning
Teachers are constantly assessing children through questioning and through marking their work. This is used to inform support within the lesson, as well as future planning of work and the next steps in learning.
Termly assessment (a combination of teacher assessment and formal assessments) is used in order to monitor progress and set targets for the remainder of the year.
- To ensure children have access to mastery level work, staff follow guidance from White Rose and other suitable materials. (These provide useful questions that can be asked to assess whether a child is working confidently within the ‘expected’ standard or within the ‘greater depth’ standard).
- Cawthorne’s uses termly PUMA tests for each year group to inform teacher judgements.
- Statutory assessment in Years 2 and 6 take place in accordance with national timetables.