Twitter Wall

Twitter Wall

19/02/19

Retweeted From Aureus School

W/c 4/3/19 We are interviewing for English 📚 Media 🎞 Still time to apply: https://t.co/LU7dhiZ4y0 https://t.co/2weWHSp1rk

19/02/19

Retweeted From Aureus School

W/c 25/2/19 We are interviewing for PE 🤸‍♀️ Dance 💃 History ⏱ Geography 🗺 Science 🧬 Still time to apply: https://t.co/F7HxopHJoY https://t.co/sjoePE8wSa

18/02/19

Retweeted From We are STEAM Co.

This visit is long overdue... The Show visits the at the Powered in Didcot Must see if your local MP can swing by. His https://t.co/IGwzrHUuZy

18/02/19

Retweeted From Hannah Wilson FCCT FRSA

Excited to finally have booked to come to for our next secondary day and our first primary one. Bring on the rocket launching! 🚀 👨‍🚀 🌓 https://t.co/0mdiLbNi96

18/02/19

Retweeted From Julie Hunter

links nicely to our next value. https://t.co/29gJFPwySV

18/02/19

Another reason why children should not be playing . Parents please monitor your child’s computer game habits. Ensure age appropriate. https://t.co/mRJMSOUYB4

17/02/19

Retweeted From Bee

Edu tweeters - I would like to know your thoughts on story time in the school day. How long do you spend on this? Are any children removed for interventions during this time? Have you got evidence of the benefits of reading aloud to children? Thanks all 📚😊

17/02/19

Retweeted From Katie Burnett

Looking for a play park to take the kids this half term? Check out https://t.co/B8zDZqYGFK Please RT! https://t.co/povg0muEzV

17/02/19

Retweeted From In Didcot

This week’s post is the first in my series of ‘Meet a Didcot resident’. Pop over to the blog to meet Jack Cummings, an inspirational Invictus Games medallist. https://t.co/qM5iZK5rN2 https://t.co/O8a2Qtrm7w

17/02/19

Thank you to our utterly amazing volunteers who responded to an early morning SOS call for flat pack building. realised there was just too much to do > to the rescue. 🙌🏼 💖 🙏 https://t.co/124FK9CDwf

16/02/19

Keep an eye out for inclusion roles on the horizon...

15/02/19

Retweeted From Hannah Wilson FCCT FRSA

Happy halfterm to our committed team - you have worked your socks off since Christmas & really deserve a week of rest. Thank you for your commitment to our vision & values. & anyone missed! 🙌🏼 & our non-tweeters! https://t.co/FhAvYlkzSG

15/02/19

Retweeted From Cornwall Sport

The UK sports minister will call for schools and clubs to ensure children are "physically literate" in her first major speech https://t.co/2Ed5dMDzFG https://t.co/exj851cbkl

15/02/19

Retweeted From Access to Sport

‘Physical activity should be on same par as reading and writing... developing children to be physically literate will build a sporting habit for life’

15/02/19

Retweeted From Anna Chalkley

Call for PE school sport &#PhysicalActivity to finally get the recognition it deserves so that schools can ensure that children are physically literate https://t.co/8jbrE3L0Nf

15/02/19

Retweeted From Education Executive

"Schools must ensure children are physically literate", according to the sports minister, Mims Davies: https://t.co/B4HYNo0ByI https://t.co/TnGTl39tnZ

15/02/19

Retweeted From Kate Smith

Such a positive, resilient, and empathetic team of teaching assistants All so dedicated to making our school the best it can be. What a team!! 💝 https://t.co/QuMSNcXE9J

15/02/19

Retweeted From Hannah Wilson FCCT FRSA

Keen to hear pros & cons of a working co-deputy headship model? Read this fab blog by one half of our fab DHTs, work wife to Flexible Leadership works when everyone leans in & invests: https://t.co/bI5KWA51kw

15/02/19

Retweeted From EEF

TES: 'Engaging in conversation from a very young age is a strong predictor of later academic success', writes EEF senior associate, : https://t.co/vwfgjj4bIE https://t.co/67Wua6Jhce

15/02/19

A special visitor came to join our Poppy class celebration this week, they all had a lot of fun! Thank you to our parents and carers for joining in the celebration 🇬🇧🎺🎉 https://t.co/lTqKeRzTmo

Mastery Maths

Maths MasteryAt Aureus Primary School, we teach for a deep understanding of mathematical concepts. We aim for all our pupils to develop into confident mathematicians who are curious to explore, question and reason mathematically using the GLOW maths planning guidance, for our Reception classes and the Maths Nav scheme for KS1 and beyond.

Details of our Long Term Plans for maths can be viewed here

Our approach to teaching mathematics is fully inclusive. We do not believe that our pupils have a fixed ability - so much so that we have eradicated the terms ‘low ability’ and ‘high ability’ from our school vocabulary. We believe that all pupils have the potential to become mathematicians through participating in our carefully designed maths lessons.

We have a strong focus on pupils using equipment and maths manipulatives, such as Numicon and Cuisenaire, to secure their understanding of the maths being taught, as well as the ability to calculate fluently.

Our curriculum provides opportunities for all pupils to reason and problem solve, to articulate their thinking and work on sophisticated challenges both independently and collaboratively. In order to develop both procedural and conceptual understanding, with sound ‘number sense’ and ability to recall and calculate efficiently. We teach two types of maths lesson in KS1/2. A fluency lesson followed by a Mastery lesson.

Meaningful feedback, an emphasis on number sense, communication and conceptual understanding to develop mathematical thinking are therefore essential components of Aureus Primary School’s approach to learning and teaching in mathematics.

The key features and characteristics featured in our Maths Curriculum:

  • Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.
  • The large majority of pupils progress through the curriculum content at the same pace.
  • Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
  • Pre-teach interventions that focus on subject knowledge and growth mindset are used to ensure children have the confidence and understanding to access the learning in class
  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.
  • Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up.
  • Children are articulate in explaining and justifying their thinking when answering questions.
  • Children have opportunities and are taught to work both collaboratively and independently

The intention of these approaches is to provide all children with full access to the curriculum, enabling them to achieve confidence and competence – ‘mastery’ – in mathematics, rather than many failing to develop the maths skills they need for the future.