Our Vision
At Alexandra Primary School we follow the National Curriculum using the concrete, pictorial and abstract approach (CPA). Mathematics is an essential skill for life and we want all our children to leave Alexandra as mathematicians; feeling confident and excited about maths.
The mathematics teaching at Alexandra Primary School is focused towards enabling each pupil to make progress within their capabilities; not only the mathematics skills and understanding required for later life, but also an enthusiasm about maths itself. We aim to increase pupil confidence in maths so they are able to express themselves and their ideas using the vocabulary and ideas of maths.
Children are taught a thorough understanding of the knowledge, understanding and skills though a concrete approach to their learning. As their knowledge, understanding and skills develop, we extend and challenge them to apply their skills into real life situations through deepening their conceptual understanding
Our Approach
What is CPA?
Concrete is the ‘doing’ stage, using concrete objects to solve problems. This is a ‘hands on’ approach using real objects and it is the basis for conceptual understanding. Every new abstract concept is learned first with a ‘concrete’ or physical experience.
For example:
In division, for example, this might be done by separating cubes into groups of red ones and green ones or by sharing 12 biscuits amongst 6 children.
Pictorial is the ‘seeing’ stage, using representations of the objects involved in maths problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding, by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem.
Building or drawing a model makes it easier for children to grasp concepts, as it helps them visualise the problem and make it more accessible. In the case of a division exercise this could be the action of circling objects.
Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model and solve maths problems. Once a child has demonstrated that they have a solid understanding of the ‘concrete’ and ‘pictorial’ representations of the problem, the teacher can introduce the more ‘abstract’ concept, such as mathematical symbols.
Our Curriculum
Maths lessons occur daily for one hour. Children cover a theme each week and planning ensures that all learner’s needs are met. Lessons are differentiated to allow all children to make progress from their starting points. Lessons are designed to be interactive with a significant emphasis on children’s talk. Fluency, reasoning and problem solving are three themes of the maths National Curriculum and inform all maths teaching.
National Curriculum Objectives
Timetables
Times tables are taught every day at the start of each maths lesson. We first teach the times table using chants and games, before moving onto the related division facts and then application of the times tables.
| Year 1 | Count in multiples of 2, 5 and 10 |
| Year 2 | 2,5 and 10 times tables |
| Year 3 | 2,3,4,5,8 and 10 times tables |
| Year 4 | All to 12 times table |
| Year 5 | All to 12 times table |
| Year 6 | All to 12 times table |
Children use Times Tables Rockstars at home to consolidate their learning.