Are you getting your five a week in maths?
Although there is the good, the bad and the ugly in previous maths curricula as well as in the new draft, we have still found that some concepts need to be drip fed constantly. How do you make sure this happens and how is it mapped out?
We decided that there were 5 key areas we felt our children needed to have at their fingertips and the only way to do this was to create our own progression map. We have named it 5 a week and we agreed which 5 key areas were the most important to meet our children’s needs.
The five key areas we agreed upon were:-
1. Place Value and Partitioning
2. Doubling and Halving
3. Multiplication Tables
4. Number Bonds
5. Multiplying and Dividing by 10,100,1000 etc…
As a staff we began to map out our own levelled progression of each of these.
DOUBLING AND HALVING
MULTIPLYING AND DIVIDING BY 10,100,1000 etc…
These will always be working documents as staff will add to the resource bank of ideas saved in our shared area.
How will it work?
We have mapped in 15 minutes before every maths lesson. Mondays are place value, Tuesdays doubling and halving and so on.
The main thing is to make the learning high impact and low maintenance. Staff need to be able to teach effectively without having to plan and plan and plan. The learning will be very practical and hands on. It may involve some whiteboard work but it should be driven by the teacher and children and most definitely not death by worksheet.
We have chosen to go down the route of layered progression and not year group progression. This is to avoid staff simply teaching the year group concepts as this is where gaps can appear. There needs to be constant drip feed and reinforcement so that children have these skills and concepts at their fingertips. They should come naturally so that they can be used and applied without thinking.
Staff with a teaching assistant can have two different ability groups working at the same time.