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16/07/24

Carnival! 🌍Following the dancing, singing and music we all enjoyed a range of exciting stalls, games and activities!#HPAHP pic.twitter.com/r1FbXJbLGa

16/07/24

Carnival Y5 and Y6Finally we ended up in Pakistan with Year 5 and Barbados with Year 6!🇵🇰 🇧🇧 🇵🇰🇧🇧🇵🇰🇧🇧🇵🇰🇧🇧🇵🇰🇧🇧🇵🇰🇧🇧#HPAHP pic.twitter.com/Jf3hDkyx7j

16/07/24

Carnival - Y3 and Y4 🌍Year 3 took us to South Africa and Year 4 took us to Colombia.🇿🇦 🇨🇴 🇿🇦🇨🇴🇿🇦🇨🇴🇿🇦🇨🇴🇿🇦🇨🇴Our Y4 students also showcased their Ukulele learning from year!🎶 🎶🎶🎶🎶🎶🎶🎶🎶🎶#HPAHP pic.twitter.com/ju8kQV68cX

16/07/24

Carnival - Y1 and Y2 🌍Year 1 celebrated France and our Year 2 children took us to a whole new continent as they showcased New Zealand!🇫🇷 🇳🇿 🇫🇷🇳🇿🇫🇷🇳🇿🇫🇷🇳🇿🇫🇷🇳🇿🇫🇷#HPAHP pic.twitter.com/nMUg4J6Q7U

16/07/24

Carnival - Reception! 🌍Our Reception children started our world tour by taking us to Romania.🇷🇴 🇷🇴🇷🇴🇷🇴🇷🇴🇷🇴🇷🇴🇷🇴🇷🇴🇷🇴🇷🇴Their costumes and dance represented everything they have been learning about the country in recent weeks!#HPAHP pic.twitter.com/LljcAG2a7h

16/07/24

Carnival! 🌍 This afternoon we went on a global tour as we celebrated our rich and diverse culture at HPAHP!The children sang, the children danced and the whole school community came together for an afternoon of fun!Thanks to everyone who took part!#HPAHP pic.twitter.com/T4asmdJWRq

01/07/24

Dulwich Picture Gallery 🖼️ Last week some of our Y1 pupils visited to take part in an art workshop. They experimented with a range of materials and techniques to create their own masterpieces!#HPAHP pic.twitter.com/STCOQezhCo

01/07/24

Carnival Costumes! 🎪 🎨 Linked to our Community Champions theme for July, our carnival is only a few weeks away!This afternoon, we were delighted to welcome parents and carers into school to create our costumes!#HPAHP pic.twitter.com/186aoeYHj1

21/06/24

HPAHP Nursery! 🏗️ Preparation for September is well under way. The building work is progressing at a rapid speed as we get our new Nursery provision ready!We have a very limited number of PM spaces available. Contact the school office for more info! pic.twitter.com/2ceUlgWoCO

17/06/24

Royal Opera House! 🎶 Our Year 5 pupils had an incredible experience at the on Friday.Mr Hollis, from , has created this video to celebrate the day! https://t.co/wYsoLdnlcD

14/06/24

Royal Opera HouseToday, our Year 5 pupils joined forces with schools from across the at the .They performed The Magic Flute in unison with other Year 5 children.Incredible experience!!#HPAHP pic.twitter.com/uQSrx411mx

14/06/24

ITE StudentsYesterday, we had the pleasure of welcoming secondary trainees from . They spent the day at HPAHP to experience what life was like in a primary school. It was a great day and the children loved talking about their learning!#HPAHP pic.twitter.com/jklBaWM6rN

14/06/24

Dapo!We love reading at HPAHP. We also love Dapo Adeola who we have named a class after. This week, our Year 2 children had the pleasure of meeting at Battersea Arts Centre!#HPAHP pic.twitter.com/TqKe348Vz4

14/06/24

Dulwich Picture Gallery 🖼️ This week, our Year 6 children visited Dulwich Picture Gallery. They took part in an art workshop around the theme of identity.#HPAHP pic.twitter.com/Zp7dJ5sPBI

10/06/24

Class Photos 📸 Class photos are scheduled for Wednesday 19th June 2024.#HPAHP pic.twitter.com/asVcWmEK19

10/06/24

Kingswood 2024 🚌 We are on our way back. We think some kind of the children (and staff) might be a little bit tired!!#HPAHP pic.twitter.com/Blyp2rQaoR

10/06/24

Sports Day 2024 🥇🥈🥉Our annual Sports Day event is scheduled to take place on Thursday 4th July 2024.As in previous years, it will take place at Whitgift School.AM - Y3, Y4, Y5 and Y6PM - Rec, Y1 and Y2More information to follow! pic.twitter.com/n4QsaA0zzq

10/06/24

Kingswood 2024Team tech - can they complete the challenge and get all the moving parts working?#HPAHP pic.twitter.com/hQF3awVgnc

10/06/24

Kingswood 2024The sky might be slightly more grey today but that hasn’t dampened the energy of the children. The leap of faith first up today!#HPAHP pic.twitter.com/VQWUBjUBLb

09/06/24

Kingswood 2024 🪩 The final evening of the trip saw us celebrate in style. A disco with some of our local Harris friends from Croydon.#HPAHp pic.twitter.com/5O8QTeTWWN

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Mathematics

Mathematics

Intent:

At Harris Primary Academy Haling Park we believe that children from all backgrounds can succeed in Mathematics. Our focus is on raising standards – working together to show what pupils are capable of and to find effective ways to enable every child to succeed.

We aim for children to study different areas of the Maths curriculum  and  develop a greater understanding of  these areas.

Three key features of our maths teaching include:

· High expectations for every child

· More time on fewer topics

· Problem-solving at the heart

We aim to embed a deep understanding of maths by employing the concrete, pictorial, abstract approach across all phases by using concrete materials (e.g. objects) and pictorial representations (e.g. pictures, diagrams) alongside the use of numbers and symbols. This supports pupils to develop a deeper conceptual understanding of the underlying mathematical structure; enabling children to master the concepts taught and developing a deep understanding of mathematics.

We emphasise:

Language – communicating ideas, proof, clarity and development of mathematical concepts.

Thinking – questioning and task design to promote mathematical thinking.

Understanding – using the concrete, pictorial and abstract approach to deepen conceptual understanding, and making connections to previous learning, to other subjects.

Problem Solving – to be mathematical is to solve mathematical problems. Problem solving is both why and how we learn mathematics.

We aim to ensure that all children:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that they have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Implementation:
 

Curriculum Time

To provide adequate time for developing Mathematical skills, each class teacher will provide at least five daily mathematics lessons per week. This will usually last for about 60 minutes.

Foundation Stage

Children count reliably with numbers from 1 to 20, use the operations addition  and subtraction and solve problems, including doubling, halving and sharing.

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.

Key Stage 1

The principal focus of mathematics teaching in Key Stage 1 is to ensure that children develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations.

Lower Key Stage 2 – Years 3-4

The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that children become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that children develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, children develop their ability to solve a range of problems, including with simple fractions and decimal place value.

Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Upper Key Stage 2 – Years 5-6

The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that children extend their understanding of the number system and place value to include larger integers. This should develop the connections that children make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, children develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, children are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also    ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of Year 6, the aim is for the children to be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.Pupils should read, spell and pronounce mathematical vocabulary correctly.

Resources         

At HPAHP we use a range of resource to support the teaching and learning of Mathematics. We follow the recommended progression from the ‘Maths No Problem’ textbooks, and also use ‘White Rose Maths’ support problem solving.

Typical Daily Lesson

A typical maths lesson would look like this:


Starter: To develop fluency and review previous learning

Teach and Talk input: Here the teacher gives a whole-class input, with lots of opportunities for children to talk to their partner about particular questions, apply their learning to mini-tasks, and clarify misconceptions.


Extended Partner Practice: Here the children are having a go at the day’s new learning in what might be a game, a sheet with the same layout as your teaching, but with different numbers, some sort of physical resource that they will use to solve a problem. At this point, the teacher can move around the room, and assess how well children have understood the learning.


Written Task: Here the children are independently completing the tasks, which, after the ‘teach and talk’, and ‘partner practice’, are accessible and understood. We use a sticker system that progresses from fluency to problem solving and reasoning as the independent tasks for the children to complete.

Sticker One
Must be accessible by all

Sticker Two

Sticker Three

Sticker Four

 -in your class (i.e. everyone needs to meet the LO). So this will be different for every class. Ask yourself – will everyone get this question right?
- Is often pictorial (could be a representation of your extended/guided partner practise).
- Could be a “tick the one that shows X” or “identify if Y has been done”.

 - Is then moving to an abstracted form of the first question (e.g. might be three or four column method questions, with a pattern).
- Meets the LO in a more obvious, typical way.

 

 

- Is applying the mathematical skill in a different way, e.g.
- Matching questions
- “Misconception questions” (e.g. “Sam thinks X – is he right? Can you correct?)
- True or false and why questions
- Word Problems

 

- Is often an open-ended, challenging, deepening question. They might need to explain, or reason.

- These can often be taken or adapted from the NCETM mastery assessment documents, NRICH, and the White Rose Maths (WRMaths on TES)

 

 

 

 

 

 

 

 

Impact:

In lessons we use formative assessment to help decide on what we should do next with pupils and the progress they are making. This allows us to understand how to support and extend our pupils appropriately.  

Teachers recognise the difference between performance and learning and understand that pupil performance in the lesson today does not necessarily translate into the type of learning that will be evident tomorrow.  As a result, the use of low stakes tests (in the form of spaced retrieval practice) enable staff to regularly assess what learning has been retained by pupils over longer periods of time. This also provides pupils with the regular opportunity of retrieving information from memory, which consequently facilitates learning.

This includes:

  • assessment for learning
  • pupil voice
  • challenge tasks
  • quizzing, multiple choice and end of unit questions
  • standards of learning in books
  • spaced retrieval practice 

At three assessment points, pupils also sit a standardised test so that gaps can be analysed on a class, academy and federation level. These assessments address the three key elements of the curriculum; fluency, reasoning and problem solving.