| Planning Materials | |
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Our maths planning is underpinned by the NCETM PD Materials. We believe that subject knowledge is key to successful teaching for mastery, as well as understanding of the learning steps required, and the order of those steps. We’ve split the curriculum up into a small number of areas – we call these ‘spines’ – Spine 1: Number, Addition and Subtraction, Spine 2: Multiplication and Division and Spine 3: Fractions. Each spine is composed of a number of segments, and is guided by our long term overviews/plans. An explanation of the structure of these materials, with guidance on how teachers can use them, is contained in a Getting Started video on the NCETM website. Unlike a textbook scheme they are not designed to be directly lifted and used as teaching materials. The materials can support teachers to develop their subject and pedagogical knowledge and so help to improve mathematics teaching in combination with other high-quality resources, such as textbooks. Click the image on the right to be directed to the NCETM website where the materials can be viewed. |
Click to view NCETM PD Materials
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| Maths Progression | |
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Progression in Teaching and Learning Our Progression in Maths at Aqueduct document is heavily based on the NCETM progression maps for key stage 1 and key stage 2. The progression maps support our use of the PD Materials and ensure progression of all topics of maths throughout a pupils maths journey at Aqueduct. Click the image on the right to be directed to the NCETM website where the progression for each strand of maths (as set out in the National Curriculum) can be viewed. |
Click to view Progression in Maths at Aqueduct
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Progression in Reasoning Achieving the aims of the new National Curriculum: Developing opportunities and ensuring progression in the development of reasoning skills. The aims of the National Curriculum are to develop fluency and the ability to reason mathematically and solve problems. Reasoning is not only important in its own right but impacts on the other two aims. Reasoning about what is already known in order to work out what is unknown will improve fluency; for example if I know what 12 × 12 is, I can apply reasoning to work out 12 × 13. The ability to reason also supports the application of mathematics and an ability to solve problems set in unfamiliar contexts. The NCETM have taken each progression map and added reasoning opportunities and made clear the progression across the different year groups. These resources can be used to guide assessment opportunities but also to provide questions or question styles for the planning and delivery of maths. Click the image on the right to be directed to the NCETM website where the progression in reasoning for each strand of maths (as set out in the National Curriculum) can be viewed. |
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