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Hanborough Manor
CE School

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Maths

Planning and structure

At Hanborough Manor, we follow the Deepening Understanding scheme of work, alongside this resources we use resources from White Rose, NCETM, PiXL and Twinkl to complement our teaching of mastery and deepen understanding.

 

Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. This ensures that children are able to focus for longer on each specific area of Maths and develop a more secure understanding over time. This approach is also designed to enable children to progress to a greater depth of understanding. Subsequent blocks continue to consolidate previous learning so that the children continually practise key skills and are able to recognise how different aspects of Maths are linked.

 

At the start of each lesson topics are revisited which gives pupils an opportunity to embed and build upon their previous knowledge. Here is the structure for each Maths lesson at Hanborough Manor:

Teaching and Learning

We use our calculation policy, which is based on the White Rose Hub scheme of learning, to effectively teach children. This calculation policy makes use of the concrete, pictorial and abstract methodology which caters to all styles of learners and stages of learning. We teach using interactive resources as well as physical manipulatives to enable children to unlock new, difficult and abstract concepts and embed previous learning.  

 

Learning is from previous lessons and topics reviewed at the beginning of lessons to ensure knowledge is embedded. New learning is then carefully guided by the teacher to ensure all learners are supported and stretched. Independent tasks are planned using Bloom's taxonomy which supports as well as allows children to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate. Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts. Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up. 

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