MATHS

What is our Mathematics Curriculum like?

We have worked hard to fully embed the Renewed Framework for Mathematics. We feel that our maths curriculum is engaging and suitably challenging. We try to make links to other areas of the curriculum and real-life situation where possible. For example, later in the Autumn term, the Y3/4 children will be holding a Roman Market Day. They will be pricing and paying for goods in pretend Roman money. As part of the topic, they will also find out about Roman numerals and explore the patterns they notice.

At Fenstanton and Hilton we have done lots of work on using open-ended questions, models and images (including ICT) to support learning and developing opportunities for maths investigations. This year, one of the targets was to develop the use of the outdoor environment.

In the Summer term 2010, Kestrels class designed and made their own maths trail around the school grounds. The children took digital photographs and designed their own questions. They developed the Caterpillar trail for YR and KS1 and the Butterfly trail for KS2. Classes from across the school have really enjoyed doing the trail.

It gives the children an opportunity to work outside, in pairs or small groups and engage with different areas of maths.

Grouping children and support their individual needs in mathematics

We provide intervention sessions such as Springboard and Wave 3 to groups of children / individuals who would benefit from it. In the Summer term we do booster sessions for Y2 and Y6. We also make use of Springboard and Overcoming barriers materials in our whole-class teaching. We are beginning to use a resource called Numicon to support children in YR/1 and children with Special Educational Needs.

We do not set according to ability in YR-Y4 and believe the children benefit more from mixed ability classes. There are many areas of maths and it is limiting to define a child as either: lower, middle or upper set. We do use groupings within the maths classes, but these tend to be flexible. For example a child may need extra support for work on time, but not for properties of shape. Often a TA works alongside a child or group of children within a whole class setting. In Y5/6 we have had two lower/middle sets and one upper set for the last two years and find this a successful model here where the gap between the less able and more able is wider.

Gifted and Talented pupils

For many years now, we have run an extra weekly session for children who we consider to be particularly able in Mathematics. They mainly do lots of puzzles and using and applying activities. One task they had last year, was to work out how much soil we needed for our raised beds. This was based on an problem called ‘Cola in the bath,‘ from a publication called ‘mathematical challenges for the more able’.

We also take part in a Maths challenge for Year 5 pupils each year. Four children from our school represent us in competing against other schools from the county. The children work together as a team to solve maths puzzles and questions. It is always lots of fun.

Calculation policy and links with parents

We have recently developed our school maths policy on calculation. It explains the progression of skills and methods for +/-/x/÷ . I intend to produce a booklet for parents. In the meantime, the entire calculation policy can be downloaded from the homepage of our website. We also have a booklet available called ‘Understanding Progress in Maths Parents guide’. This gives advice about what the levels mean, what is expected of your child at certain levels and how you can support their learning of maths at home.This booklet can also be downloaded from our school homepage.

As Maths Co-ordinator, I hope to organise a maths workshop this academic year to demonstrate some of the methods and approaches that we use. It should be a fun, no pressure event and I hope to see many of our parents there.

Kerrie Jones
(Maths Co-ordinator)

ART AND DT

Children at our school often say how much they enjoy their Art & Dt and this is reflected in the quality of work they produce. The children use a range of media across the school: drawing and painting being our primary focus, but also regularly experiencing 3d work, textiles and printing. Currently, we are developing our work with textiles and the use of the children's sketchbooks. Through Art & DT we make cross curricular links to other subjects and it is largely taught through topic work e.g. In Year 3/4 as part of a Romans topic, the children will be looking at examples of mosaics, using a computer programme to design their own, which they are then printing and also working together on a class mosaic using real tiles. As a DT project, they will be investigating, designing and making Roman style catapults! We are also working hard to ensure that basic skills are taught and developed across the breadth of meida, as the children move through school to ensure progression. To enhance our use of Art & ICT, we are also hoping to introduce a new art software package for use across the school.

This is where you can find out about what your child has been learning in school and see the fruits of their labours.

Kate Snooke
Art and DT Coordinator