• Mastery Approach – Our maths curriculum is centred around a ‘Mastery Approach’. The aim is to ensure pupils have mastered and understood key concepts before moving on: using more difficult/higher numbers does not mean a child has a better understanding.
• White Rose – We follow the White Rose scheme to sequence maths lessons. This ensures that there is a progression of skills within the academic year, but also across all years. On the curriculum overviews, which are shared with home at the start of each module, the maths skills we are focusing on can be seen. On the White Rose website, there are home learning videos which show you clearly how to help your child complete the activity.

Click here to view the year 3 home learning videos

• Maths Champions – These are individual targets which the children can work on at home.

click here for more information

• The children’s individual targets can be found on the Dragonflies Google Classroom. Click here to go to the Classroom, then follow Classwork > Home Learning > Maths Champions Target.
• Maths Masters – This is an additional 10-15 minute lesson of maths which happens outside of the main daily maths lesson every day. Class teacher focuses on a class area of need however an arithmetic cycle is followed every two weeks. Children are given an arithmetic test paper and then given the paper again at the end of the two week cycle after content which is needed has been taught to hopefully see an improvement in their scores. Children are told their scores.
• TTRS – TTRS is a fun and challenging programme which is designed to help the children master their times tables. There are different game plays: Jamming, time-free game, Gig, allows for assessment, Garage, teacher set times tables and more! Logins are at the back of your child’s reading record book so that this can be worked on at home.
• Multiplication – The children have a focus times table (this is on display in the classroom). Times tables should be learnt in the order: 10, 2, 5, 3, 4, 8, 6, 7, 9, 11, 12. Children should have learnt their 10, 2 and 5 times tables in year 2. They then need to know their 3, 4 and 8 by the end of year 3. Children should be able to automatically recall these facts including division facts. For example: 3 x 4 = 12 and 24 ÷ 4 = 6. Children should also be taught strategies such as using doubles (3 x 4, 3 x 2 = 6, 6 + 6 = 12), finding a more familiar times table (9 x 3,10 x 3 = 30, 30 – 3 = 27), etc. so that they have strategies to answer questions even if they do not know the answers.
• Multiplication Check – In year 4, all children nationally sit a multiplication check.

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• Targets – In the front of each child’s English book, they have an individual target. Pupils should be aware of their target and so should know what they need to work on. This is updated when enough evidence of success is seen in their books to move on to a new target.
• Reading – It is important for children to read daily however this does not need to be for a lengthy amount of time or a strenuous task. Conversation around the text is just as important as word reading in order to help support comprehension.
• Buster’s Book Club – an initiative that encourages the children to read at home. The class works collaboratively to be the class who has read the most minutes in the school. It encourages the reading of any reading material, not just the children’s banded reading book.
• Spellings – In school, we follow the Jane Considine scheme. It teaches spelling by helping children to make connections rather than rote learning. The scheme works on a two week cycle. At the start of the cycle, pupils are introduced to fifteen new words. Over the two weeks, children find words which also have the focus phonemes for each word. For example, descend, the focus phoneme is sc, so words such as scent would be a sound association word. Daily lessons with different spelling focuses are taught and then at the end of the two weeks, the children participate in a Go Grapheme Grafter lesson. They have twenty seconds to spell each of the fifteen words (the main focus is on spelling the focus phoneme correctly), then one minute to work collaboratively to list sound association words.
• EdShed – This site/app is not related to Jane Considine however children can use it at home to support with spelling practise.

click here to go to the edshed website

Check at least weekly for updates on the Google Classwork for suggestions of work to do at home to support your child.