Calculation Policy Effective Maths Calculation Policy Effective Maths Calculation Policy addition and subtraction Effective Maths Calculation Policy multiplication and division CALCULATION POLICY ADDITION AND SUBTRACTION The Effective Maths calculation policy for addition and subtraction provides an overview of the content and methods taught in each year group from Year 1 to Year 6. For Years 1-4 it also includes the visual representations of the methods. (In Year 5 and 6 there are no new methods and the representations encountered are the same as in earlier years. What is different is the range of number that children work with.) For each year group in Years 1-4 the document provides: (i) a content summary section; (ii) details about the approaches used for teaching the above; (iii) the representations used. (For Year 5 and 6 the document contains (i) and (ii).) The content summary sections (i) and the details about the approaches used sections (ii) include content from: addition and subtraction units 1 and 2; the Block 3 calculation unit; money and decimals units; fractions unit 2 (Years 3-6). The representations sections do not include the representations used in money/decimals units or fractions units. (These representations are essentially the same as those used in the main addition and subtraction units.) The document is provided in several versions: whole school version; year group specific versions; a Key Stage 1 only version (for infant schools). For Years 1-4 there are two versions of each year group specific version: a landscape version, like a PowerPoint slide, containing (i), (ii) and (iii); a portrait version of the representations section (iii) with notes to support the representations. 1/5 Whole school versions Years 1 to 6 - notes Years 1 to 6 - slides Key Stage 1 versions KS1 - notes KS1 - slides Year group versions Year 1 - notes Year 1 - slides Year 2 - notes Year 2 - slides Year 3 - notes Year 3 - slides Year 4 - notes Year 4 - slides Year 5 - slides Year 6 - slides Representations of 26 + 6

Ready to Progress tests Ready to Progress quizzes Ready to Progress assessments READY TO PROGRESS QUIZZES - STAGE 6 Number and place value [1] 6NPV–1 Powers of 10 [2] 6NPV-2 Place value in numbers up to 4,000,000 [3] 6NPV–3 Numbers up to 10 million in the linear number system - n/a [4] 6NPV–4 Reading scales with 2, 4, 5 or 10 intervals Addition, subtraction, multiplication and division [5] 6AS/MD–1 Additive and multiplicative relationships [6] 6AS/ MD–2 Derive related calculations [7] 6AS/ MD–3 Ratio [8] 6AS/ MD–4 Problems with 2 unknowns Fractions [9] 6F–1 Simplify fractions [10] 6F–2 Common denominators [11] 6F–3 Comparing fractions

Ready to Progress tests Ready to Progress quizzes Ready to Progress assessments READY TO PROGRESS QUIZZES - STAGE 4 Number and place value [1] 4NPV–1 Equivalence of 10 hundreds and 1 thousand [2] 4NPV–2 Place value in four-digit numbers [3] 4NPV–4 Reading scales with 2, 4, 5 or 10 intervals Number facts [4] 4NF–1 [a] 4, 8 and 3 × tables and corresponding division facts [b] 6, 9 and 7 × tables [c] Division facts: 6, 9 and 7 × tables [5] 4NF-2 Division problems with remainders [6] 4NF–3 Scaling number facts by 100 Multiplication and division [7] 4MD–1 Multiplying and dividing by 10 and 100 [8] 4MD–2 Multiplication and division sentences (Manipulating the multiplicative relationship) [9] 4MD–3 Distributive property of multiplication Fractions [10] 4F–1 Mixed numbers in the linear number system - n/a [11] 4F–2 Convert between mixed numbers and improper fractions [12] 4F–3 Add and subtract improper and mixed fractions

Effective Maths is a mastery approach to the teaching of mathematics. It is a comprehensive framework for ensuring high quality maths teaching. Our approach Login/Sign up 6 6 1/1 Teach maths with confidence The best way to implement Effective Maths is with an investment in ongoing CPD to enable every member of staff to teach maths with confidence. Prices for the website are kept deliberately low to facilitate this. CPD begins with the initial INSET providing an overview of the Effective Maths programme and the instructional design. Following this, the content of development days is agreed with the school. Initial INSET The initial INSET develops understanding about what constitutes highly effective mathematics teaching. The crucial role of developing conceptual understanding is explored as is the importance of making connections within mathematics. Participants learn about the difference between teaching that focuses too heavily on procedural understanding as opposed to teaching that combines conceptual and procedural understanding. There is also a focus on understanding how variation supports learning, the use of language and the instructional design of the programme. Towards the end of the session time is devoted to practical matters like lesson preparation. inset tgscps FhnjemSWAAo1Tiu EDsjR9-XYAA-Eqr inset tgscps 1/3 DX2i7OuW0AAm2qp FM3XZVGXEAAIJoD EL54sR7WkAAvdZ- DX2i7OuW0AAm2qp 1/9 Development days These days are a powerful tool that schools use to make a significant impact on teacher pedagogical knowledge and therefore their confidence. Development days consist of many elements. Typically, they involve a combination of demonstration lessons, planning support sessions (including for support staff) and classroom visits to identify whole school strengths and next steps. The outcomes of the classroom visits often inform future demonstration lessons. There is an option to have a staff CPD session after school. These sessions cover areas like revisiting strategies for effective whole class teaching, marking, problem solving strategies, calculation methods and specific maths topic CPD (eg fractions).