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'A Good school', 'warm and encouraging' with 'strong relationships between pupils of all ages'. Lessons are 'precisely matched to pupils' learning needs'.Ofsted 2015

 

Early years provision for children aged 3 upwards.

 

Small class sizes.

 

10 minutes from Malton.

 

Multi use games area and mountain bikes.

 We are now a Forest School

 Maths

 ADDITION PRACTICE

 DEFINITION SORT NUMBER TYPES

              MASTERY DIAMOND NINE 

 MISSING NUMBER PROBLEMS

 

       NAMA 5 MASTERY MYTHS    NUMBER PROPERTIES WORKSHEET

 SATISFACTION    

 

            SLNM MASTERY CPD          BLACKBOARD PRACTICE 

BORDERS 

 

CBS BANSHO  LARGE POND 
JAPANESE BANSHO    

 

 Developments in Maths

The purpose of these documents is to explain ‘Mastery in Mathematics’ and to expel any myths surrounding this concept. 

The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

What is Mastery?

Once children have met an objective, they can go onto mastering it and developing a deeper understanding. If a child learns something deeply, lasting connections will be made in the brain. Mastery activities are not only designed to deepen thinking but to develop resilience and perseverance.

Mastery

The power points discuss breadth (coverage of curriculum), depth (deeper understanding), mastery and how developing a growth mindset is important in mastering the Maths Curriculum. We have also included some examples of activities that demonstrate breadth of knowledge and how these can be extended to challenge children.

Bansho Maths (Japanese Boardwork)

This concept promotes independent problem solving activities. It encourages children to focus on applying various strategies to one problem throughout the week. Children are encouraged to make jottings on the board and because we value mistakes these jottings, whether they are right or wrong, will be displayed for the entire week so that children can see the whole journey and realise that mistakes lead to success. It will give teachers the opportunity to address misconceptions immediately and will encourage the children to explain their understanding and thinking to others.

 

 

Focus Maths Planning                        

Introduction to Focus Maths

Year 1

Year 1 Assessment

Year 2

Year 2 Assessment

Year 3

Year 3 Assessment

Year 4

Year 4 Assessment

Year 5

Year 5 Assessment

Year 6

Year 6 Assessment

 

Progression in

Maths                                      

KS1 & KS2 Progression in Maths

 

Progression in Reasoning

1

2

3

4

5

6

7

8

9

10