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22/10/21

Congratulations to Lois in Penguin Class for achieving her Diamond Standard in presentation. https://t.co/wCPhuA8cdM

22/10/21

More from our fabulous Cultural Day event! https://t.co/0ewNK3l3Ui

22/10/21

Thank you to all our parents who came into our Cultural Day event yesterday, it was great to share their learning with you and enjoy activities together. https://t.co/RyduR5CTPo

22/10/21

It is wonderful seeing so many children in their traditional dress to end our fabulous Cultural Week! https://t.co/HG8ZiVebmy

21/10/21

Happy Birthday to Harrison, Harley, Jasmine, Monte, Alexandru and Evelyn celebrating their birthdays this week and next week, we hope you have fantastic day. https://t.co/laD4yMAXQD

20/10/21

Penguin Class had a basketball tournament today! https://t.co/7SwKO1edaW

20/10/21

Penguin Class enjoyed learning about Nigeria and Kenya as part of Cultural Week. https://t.co/Vl2A3VEcbc

20/10/21

Year 5 really enjoyed tasting Nigerian Jollof Rice this week during Cultural Week. https://t.co/kMz6SeEgkr

19/10/21

Saiya spoke to the children about Canada and Pakistan this week as part of Cultural week, well done! https://t.co/VAJLoig70v

19/10/21

Mr Smith came in to speak to about Australia for our Cultural Week, thank you! https://t.co/iVJh5CsKtF

19/10/21

More from our fabulous Cultural Week, thank you to Arjan's Dad who came in to talk about Sikhism. https://t.co/fmAIof0iCU

19/10/21

Keiva in Year 5 has painted this wonderful canvas, well done it is fantastic! https://t.co/QohlM3feZF

19/10/21

The start to our Cultural Week has been amazing!! Thank you to our parents who are giving up their time to speak to the children this week, we really appreciate it here is Mrs Okeleke talking to them about Nigeria. https://t.co/fbhta6SOJl

19/10/21

RockSteady were enjoying their rehearsals yesterday. https://t.co/d3kacePCNS

19/10/21

Our School Council have been busy updating the child friendly safeguarding policy during their meeting today. https://t.co/CFgRA1uClI

19/10/21

Space 2 Talk sessions. Please see the flyer for information. No formal diagnosis is required to access any of their services. To attend the sessions please follow this link to book: https://t.co/AnrUSL8IVQ https://t.co/5ZCWTJyM7d

18/10/21

Owl Class have been making life-size skeletons by drawing around their bodies and labelling the parts with scientific names. https://t.co/wpD8bGc9sF

15/10/21

Patrick Tootal has been speaking to Year 5 and 6 about his experiences as a child in World War 2. https://t.co/FOwyiVs06d

15/10/21

The Governors enjoyed meeting with the School Council today. https://t.co/b7TOV5lcad

15/10/21

A wonderful montage of artwork linked to Vincent van Gogh, a special thank you to Megan in Year 5 for creating beautiful canvases. https://t.co/am7bSPRC6c

15/10/21

Poppy in Year 6 has written a fantastic final published piece of work on her evacuee learning. https://t.co/VSKAdPlpXi

15/10/21

Chloe with her fabulous Diamante poem. https://t.co/rkzdNmTOSy

15/10/21

Some wonderful examples of the final outcomes of what the children have learnt about the Amazon rainforest. https://t.co/35V9zvxuDZ

15/10/21

Kai and Arabella are showcasing their learning on the Amazon rainforest. https://t.co/fu6dwJhQBu

15/10/21

Astrid is busy completing her published work on her rainforest learning. https://t.co/5PoYJNP7tK

15/10/21

Our Governors have been visited school today with a focus on reading, they enjoyed hearing some of our pupils read to them. https://t.co/gUbBiknjC2

14/10/21

Dolphin Class have been busy starting to make their Anderson Shelters linked to their WW2 learning. https://t.co/WpErRZAAZe

14/10/21

We held a Rights Respecting Assembly today focusing on International Day for Disaster Reduction. The children learnt about the impact of disasters and the advances the world has made in making places safer from disasters. https://t.co/WGYsYhnuvr

12/10/21

Panda Class have been taking their first steps learning to ride a bike today, they have enjoyed a balanceability session on balance bikes. 🚴‍♀️ https://t.co/4rQMwsqNo7

11/10/21

Happy Birthday to Daisy, Ava, Madison, CeCe and Lily-Ann who are celebrating their birthdays this week, have a fantastic day! https://t.co/uRAQ3WWHu4

11/10/21

Well done to jasmine for her amazing maths learning! https://t.co/ifSlbXEKHB

11/10/21

Thank you for all your generous Harvest donations, we enjoyed celebrating Harvest Festival on Friday and thank you to everyone who volunteered and came to the service. https://t.co/rgMcvq0Uku

08/10/21

We are celebrating World Mental Health Day on Sunday. Our website has great information and resources to support your wellbeing, follow this link to take a look: https://t.co/OHoM0FmrRy https://t.co/Geb0Q2nIti

06/10/21

Debate club are putting forward the debate 'It's good to be famous'. They are planning their arguments for and against. https://t.co/j7G2tEOPv5

05/10/21

Meet our new School Councilors who have been elected this week. https://t.co/Zyiu55PqQO

05/10/21

Happy Birthday to Raj, Chloe, Max and Krista celebrating their birthdays this week, we hope you have a fantastic day! https://t.co/0C6I8LeXTS

04/10/21

On Friday's in assembly we celebrate the children's commitment to the wider curriculum. This week we focused on musical talent, everyone enjoyed the performance! 🎼 https://t.co/qxtv4CIpUC

29/09/21

Lily-Ann in Penguin Class has written this fabulous published version of a setting description from Goodnight Mr Tom! https://t.co/ltD1IoZ1Q5

29/09/21

We are taking bookings for our Open Morning tours for prospective parents, who have children due to start school in September 2022. Please see the flyer for dates and details of how to book. We look forward to welcoming you into our school. https://t.co/HQzCu9StqR

27/09/21

Happy Birthday to Hayden celebrating his birthday this week, we hope you have a great day! https://t.co/Rts1l5vMPV

Maths

Our Aim

At Valley Invicta Primary School at Holborough Lakes, we want every pupil to develop a love of Maths. We aim to develop a sense of enjoyment and curiosity about the subject and provide a programme for progression where pupils are stimulated and challenged.

Lesson Structure

We take a mastery approach to the teaching of maths, meaning that all children will gain a deep understanding of the maths they are learning. Pupils are all challenged to learn together in groups, with the necessary challenge and support in a lesson, to allow all abilities to flourish.

All Mathematics lessons are based on an I do, We do and You do approach.

Flying Start

This ‘hook’ includes consolidation of arithmetic skills from across the last lesson, week, month, term and year group phase. Regularly reflecting back to prior learning ensures that pupils keep skills fresh and builds upon their long-term memory. Rapid recall and number fact knowledge is key to support more advanced skills as pupils progress through the mathematics curriculum.

Guided Practice and Independent Learning (I do, We do, You do)

Throughout the rest of the lesson the children are introduced to different challenges that show progress in a skill across a lesson. These challenges are modelled by the teacher independently, before the students and teacher work together on the same concept. Each challenge is then consolidated by independent practice (you do). Challenges provide pupils with different pictorial representations, as well as learning about mathematics in contexts – this shows them that mathematics can be used in their daily lives and future aspirations.

Reasoning is explicitly shown in workbooks through the use of a purple reasoning pen, this allows pupils to see the importance of the following reasoning skills:

Reasoning is explicitly shown in workbooks through the use of a purple reasoning pen, this allows pupils to see the importance of the following reasoning skills:

  • Describing
  • Explaining
  • Convincing
  • Justifying
  • Proving
  • Conjecturing

 

These skills are fluid and pupils will dip in and out of these reasoning skills across their mathematics experiences in each year group.

Progression in Skills - Maths

Progression in Vocabulary - Maths

Maths Virtual Classroom 

Times Tables

All Year 4 children will have their multiplication skills formally tested in the summer term of Year 4 from 2022. For more infomtion on the process of this assessment please click here

Please click here to see our progression document for teaching times tables. 

Times Tables Rockstars 

Times Tables Rockstars is a fun and interactive way to help your child develop their times tables fluency. This platform allows the children to create a fun rockstar avatar and develop the skills to become a true Times Tables Rockstar!

For more information please click here.

How can you help your child practise their times tables?

Because the National Curriculum for maths is so extensive, there is an expectation that parents will help their children learn their times tables at home and not rely on schools to bring them up to speed.

Some of the techniques you can use include:

  • Practising times tables by rote.
  • Asking your child multiplication questions out of order – such as ‘What’s 11x12? What’s 5x6?’
  • Asking your child the related division facts: ‘What’s 8/4? What’s 9/6?’
  • Using arrays to help your child memorise times tables – you can use fun objects like Smarties or Lego bricks to make it more entertaining.
  • Giving your child word problems to test their skills, like ‘If Peter has 800ml of orange juice and needs to share it between four friends, how much can they each have?’
  • Using apps and games like TheSchoolRun’s multiplication games to build speed.

Free times tables resources and advice for primary-school parents

For information, worksheets, games, eBooks and learning packs to help you support your child in learning their times tables go to the Times Tables learning hub.

Specific tips for each multiplication table:

https://www.purplemash.com/#tab/pm-home/maths/printable_resources_maths_tables

Times Table Challenge

Curriculum Intent, Implementation and Impact 1

Intention 1:

To build a Mathematics curriculum which develops learning and results in the acquisition of knowledge and skills so that all pupils know more, remember more and understand more. To design a curriculum with appropriate subject knowledge, skills and understanding in Number, Algebra, Ratio, Measurement, Geometry and Statistics as set out in the National Curriculum so that children can know more, remember more and understand more to help them reach and exceed their potential at Holborough Lakes Primary School and beyond.

Implementation:

National Curriculum Programmes of Study and Scheme of Work

  • Mathematics is planned for, following the EYFS Framework and KS1 and KS2 school curriculum.
  • Mathematics is planned for following the scheme of work, as suggested by Maths Hub.
  • Whilst the National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.
  • Mathematics is taught as an exclusive subject in order to promote fluency but children are also provided with real life problems so that they are made aware of the importance of mathematics in everyday life.

Impact:

Children will make at least good progress in Mathematics from their last point of statutory assessment or from their starting point in Nursery. Children will use their Mathematics knowledge and skills, in all curriculum areas, to enable them to know more, remember more and understand more. Children will recognise the importance of Mathematics as a facilitating subject to enable them to access other areas of learning and operate successfully is everyday life both now and in the future.

Curriculum Intent, Implementation and Impact 2

Intention 2:

To build a curriculum, which enables pupils to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competency in solving increasingly sophisticated problems so that they know more, remember more and understand more. To design a curriculum which has mathematics at its core, is accessible to all and will maximise the development of every child’s ability and academic achievement. We deliver lessons that are creative and engaging. We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects. We want children to realise that mathematics has been developed over centuries, providing the solution to some of history’s most intriguing problems. We want them to know that it is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. As our pupils progress, we intend for our pupils to be able to understand the world, have the ability to reason mathematically, have an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Implementation:

  • The systematic teaching of number and place value has a high priority throughout school.
  • In Foundation Stage, pupil fluency is developed by using a visual, practical base to develop conceptual understanding and recall. Pupil’s mathematical reasoning is developed through the use of concrete objects and spoken language to explain and justify.
  • School has developed a comprehensive Calculation Policy, which enables staff to teach standard methods systematically and progressively across all age groups.
  • White Rose is used as the spine for delivery of the Mathematics across school. White Rose ensures consistent coverage, and provides real life opportunities for pupils to make connections and apply their mathematical knowledge.
  • Daily Maths lessons provide opportunity for children to become fluent in the fundamentals of mathematics, thus increasing the likelihood of rapid progress.
  • Weekly Problem-Solving sessions enable varied and frequent practice of mathematical application through increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • The systematic teaching of Timetables ensures that children develop rapid recall which they can use as a tool to effectively and efficiently solve more complex problems.
  • Time limited Intervention is planned for those children who are working below their expected level of attainment and progress. 
  • All children are expected to complete weekly mathematics homework.
  • All children have access to Mathletics, which is a web-based ability appropriate Mathematics programme, which they can access at home, and school.

Impact: 

Children will have a confident attitude towards mathematics. They will use arithmetic and timetables fluently and make connections in order to solve real life problems.

They will recognise that Mathematics is essential for everyday life and make at least good progress in Mathematics from their last point of statutory assessment of from their starting point in Nursery.

Children will use their Mathematics skills as a key tool in helping them to learn, and as a result, know more, remember more and understand more.

Curriculum Intent, Implementation and Impact 3

Intention 3:

To provide opportunities across all curricular areas for the development and application of Mathematic skills to help all pupils know more, remember more and understand more. To design a wider curriculum that provides regular opportunities for pupils to use and apply the knowledge skills they have acquired from the Mathematics Curriculum.

Implementation: 

  • The promotion of mathematics is essential to the successful acquisition of knowledge across the curriculum.
  • The promotion of opportunities to use and apply mathematical knowledge throughout school is planned in a variety of subjects set in real-life contexts.
  • The promotion and implementation of outdoor learning and external cultural capital experiences provides additional opportunities for children to apply mathematical knowledge in real life situations.

Impact:

Children will be able to produce written work in all areas of the curriculum of a similar standard which evidence good progress from their last point of statutory assessment point or their starting point in Nursery.