White Rose curriculum planning 

Teacher plan new learning based from the objectives in the medium term plans. 

Teaching staff follow the White Rose curriculum plans, however, they are encouraged to adapt lessons in response to the needs of their children. 

The curriculum offers opportunities for planned sequences of recapping and revisiting previously learned content. We feel this has a positive development in children’s learning.  

Early Maths 

Teachers deliver maths lessons based on the Educational Programme of Study contained within the Early Years Framework. White Rose Maths planning guidance is used alongside in order to support planning. Mastering Number sessions created by NCETM are incorporated as appropriate.   

Lessons include: verbally counting to ensure stable order of number, using Numberfun songs to support learning. NCETM Mastering Number to help with subitising and building on understanding of number composition.  

We have recently joined the Maths Champions Programme developed by the EEF. The aim of the Maths Champions programme is to improve practice in maths across a whole early years setting by providing access to online training, evaluative tools, and resources to enhance maths practice and build the confidence and skills of practitioners working with young children. The programme is accessed online and led by a Maths Champion, supported by a Deputy Maths Champion who works directly with children.  

Split Maths Lessons 

These lessons may be lessons in two-parts (split-maths).   

Every lesson begins with RAFT (see below) and times tables practise (see below).  

Whole class teaching begins with an Anchor Task, followed by two or three worked examples which are taught in depth. Children should be encouraged to answer in a variety of ways using correct terminology. (“I’m not interested in the answer!” “The answer is only the beginning”). A Hinge Question (see below) ends the first of the lesson.  

In the second half of the lesson (Independent work) children work through a variation of problems, including where appropriate, ‘Ready, Steady, Go!’ tasks. HA pupils are challenged through more open ended tasks.) Alternatively, pupils complete a journaling activity where they prove what they have understood from the lesson’s objectives.  

Working Walls 

Maths working walls throughout school focus on key knowledge, vocabulary and sentence stems and exemplify the terminology used throughout the teaching of maths.  

RAFT 

RAFT stands for Reflection and Feedback Time. This is the first five minutes of every maths lesson. It allows children time to reflect on previous lessons including answering any gap tasks given by the teacher and make any corrections from the previous learning. 

Key vocabulary 

Key vocabulary is shared in all lessons. Children are expected to use correct terminology when answering questions, discussions with peers and reasoning. 

Sentence Stems 

Sentences stems are used in every lesson. They are chanted throughout the lesson to help embed learning and decrease anxiety for SEND children. Children are exposed to the correct mathematical vocabulary and sentence stems.  A ‘My turn, your turn’ approach is used to help embed these.   

CPA Approach 

All children use a concrete-pictorial-abstract (CPA) approach to help learn new ideas and methods. Teachers use their professional judgement to decide on the correct concrete and pictorial for their class. Children need to see the structure behind the maths and using a range of concrete manipulative allows the children to see this. 

Anchor Tasks 

In the first half of the lesson (teacher led) children are given an open-ended anchor task. This should be accessible for all children in the class. All children should be using a range of practical equipment and working on whiteboards to solve the anchor task. This is used as an assessment for learning task and allows teachers to see children’s’ understanding before they start the lesson. Any children who are confident in the learning can start a problem solving style question independently whilst the rest of the children continue with the main teaching input. 

Hinge Questions 

Hinge questions are used as an AfL task after whole class teaching, to identify pupils who require further support in the second half of the lesson. This is part of our keep up approach to teaching. Any children who still have any misconceptions should be given instant support by a teacher or teaching assistant. The Afl task should be used by teachers to decide which level of work children should be working at (Ready, Steady or Go) 

A range of question types 

All children are exposed to a wide range of question types, such as: What do you notice? Convince me. What’s the same? What’s different? This allows children the opportunity to master the curriculum and improve their reasoning skills. This also has an impact on their oracy skills through paired discussion and when answering questions given in class. Having a variety of question types helps children understanding the meaning of maths concepts and improves their ability to problem solve.    

Problem Solving 

All children are given the opportunity to solve problems regardless of their ability. At least every half term all children should receive a whole class problem solving lesson. All children should start the lesson with a problem solving task. These can include: goal free problems, logic, find all possibilities, spotting patterns, hedging or which one doesn’t belong. Children should be supported or challenged through enabling and extending prompts (See below) 

Enabling and Extending/ Inclusion 

Enabling and extending prompts are used to ensure all children are making progress in the lesson.  

Enabling prompts are used to support children they can include:  

• Pictures/images to match the problem 
• Concrete equipment to help represent the problem 
• Pictorial representation of the problem 
• Model using a similar type question 
• Give children sentence stems to help 
• Take away the Maths e.g. Give children the timetables or number facts required 
• Additional questions/hints to help answer the problem  
• Allowing the children to work in groups to discuss their ideas 
• Extending prompts challenge children further and include: 
• Removing information from the question 
• Interweaving previous maths learning from other areas 
• Ask children to answer using different representations 
• Ask children to create their own problem/puzzle for a partner to solve 
• Questions to extend thinking/reasoning: 
• Can you explain how you got your answer? 
• Can you describe your pattern/method/rule? 
• Can you explain why it works? 
• What could you try to find out next? 
• Would it work with different numbers? 
• Can you record your answer/method in more than one way? 
• What have you discovered? How did you find it out? 
• What made you decide to do it that way? 
• If you know this/that what else do you know?  
• Have you found all the possibilities? 

Times Tables and number facts 

Every lesson should start with a times table focus. This can be carried out by playing games, using visual, concrete methods and whole-class chanting. Teaching should start with basic times table facts, then move onto missing numbers, moving the equals sign and division questions. Every year group follows the Lodge Times Table Policy, which outlines the focus for each term. Children complete a daily 1 minute timetables booklet which includes chanting of given tables. Every Friday children complete an X factor challenge test which tests that week’s learning as well as mastery facts including division and missing number questions. Times tables Rockstars and NumberBots is used to help children’s learning of key facts at home. Fluency Bee is used to help children with their subitising skills.  

Flash backs

Children work on their retention of previous knowledge through the daily use of Flashback 4. These are used to assess the children on something they learnt last lesson, last week, last term and last year. 

Quick Response Maths (QRM) 

Any children who have not achieved the objectives from the lesson, are given same day support through quick response maths (QRM). This ensure that pupils are able to keep up with age related expectations.