Mrs Traynor is mad about maths, and that is why she is Winlaton’s amazing numeracy co-ordinator! there’s nothing she doesn’t know about numbers, which helps her to support all of our staff to deliver exciting maths lessons, develop mastery and focus on problem solving in real-life contexts.
Purpose of Study
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
Winlaton West Lane Primary, following 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 nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online.
In nursery, we have been reading the traditional tale ‘Little Red Riding Hood’. The children have enjoyed joining in with key phrases from the story (Grandma what big eyes you have). They have been dressing up as the characters Little Red Riding Hood and Grandma and using role play masks and puppets to act out the story.read more
This term in science, Year 5 have been learning about the Solar System. We decided to set up our own model (using fruit and some toilet paper!) to investigate one of the questions which we came up with – ‘How far away are the planets from the Sun?’read more
This week in science, Year 1 Chestnut have been exploring and identifying different parts of the human body, using different objects (non-standardised units of measurement) to measure parts of the body…read more
In Maths, Year 1 have been exploring 2-D shapes and their properties. Last week, we went outdoors with our learning and we searched the school grounds for 2-D shapes!
We found circles, squares, rectangles, pentagons, hexagons and octagons…
Reception had lots of fun in Year 1 this week with their new teacher from September…read more
What a wonderful afternoon Year 6 had at their ‘Leavers Fayre’ this week – after kindly being loaned £5 from ‘Friends of West Lane’ to invest and grow, as part of their fund-raising towards their end of primary school ‘treat’ and Year 6 leaver’s prom celebration! Take a look at our Leavers Fayre photo gallery to see what a wonderful afternoon all the parents, carers, children and grown up’s had!read more
On Thursday 18th May 2017, Year 6 had great fun planning and conducting their own scientific ‘blood smoothie experiments’ – learning about the products found in our blood.read more
In our maths lessons, Year 1 have been learning about 3-D shapes. We have learnt the names of: Cube; Cuboid; Cone; Cylinder; Sphere; Triangular Prism and a Pyramid.read more
Year 6 had a ‘marvellous’ time during World Book Day! We have been looking at writing to inform during our Literacy lessons – thinking about different genres which have this purpose. We have been looking at instructional writing on the topic of ‘How to make your teacher disappear’ and we made some marvellous malevolent medicine mixtures…read more
In Numeracy this week, Mrs Bell's maths class have been looking at percentages. Once we were fluent and confident with finding any percentage of an amount, we began to look at problem solving in different contexts. Sometimes this involved applying our knowledge of...read more
In maths group time this week, Reception had a go at making different 2D shapes with our bodies. Can you tell what they are?read more
In our ICT lessons with Miss Westgarth, Year 2 classes have been learning about different ways in which DATA (information) can be presented – looking at how to interpret bar graphs, tally charts and pictograms. In the next few weeks we will be using our school IPADS and laptops to try and create our own bar graphs using Microsoft Excel!read more