The new calculation policy Replaces the previous First school calculation policy In-line with new National Curriculum objectives (four operations + - x ÷) Uses the concrete-pictorial-abstract approach Developed by Maths Co-ordinators with a specific interest in the use of Singapore methods to develop awareness and fluency

Concrete- pictorial- abstract Children develop an understanding of mathematical concept through the three steps (or representation) of concrete – pictorial- abstract approach. Reinforcement is achieved by going back and forth between these representations.

Children must have concrete experiences that enable them to create visual images. They should be encouraged to articulate their learning and to become pattern spotters. Haylock and Cockburn (2008)

Concrete Representation A pupil is first introduced to an idea or a skill by acting it out with real objects. This is a ‘hands on’ component using real objects and it is the foundation for conceptual understanding.

Pictorial Representation A pupil has sufficiently understood the hands-on experiences performed and can now relate them to representations, such as a diagram or picture of the problem.

Abstract Representation A pupil is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6.

Part, part, whole and the bar method This model of numbers as labelled bars is known as the Singapore model, and it's a tool children can use to understand almost any concept in maths, including multiplication and division and even algebra.

Part, part, whole and the bar method