Maths

INTENT:

The intention of our Mathematics curriculum is to develop the knowledge and skills required to provide the foundations for understanding the mathematical world through the teaching of mathematical processes and concepts. By teaching a maths mastery approach (see Appendix 1) we aim to embed a deep understanding of processes, skills and knowledge to allow the children to be successful in Maths.  We aim to develop the children’s natural curiosity via maths investigations and establish self-belief and resilience within Maths.

At the centre of the mastery approach to the teaching of Mathematics is the belief that all children have the potential to succeed. They should have access to the same curriculum content and, rather than being extended with new learning, they should deepen their conceptual understanding by tackling challenging and varied problems. Similarly, with calculation strategies, children must not simply rote learn procedures but demonstrate their understanding of these procedures through the use of concrete materials and pictorial representations.

IMPLEMENTATION:

Organisation and Curriculum Coverage

 Teachers create a positive attitude to Maths learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in Maths. Our whole school approach to the teaching and learning of Maths involves the following;

• Maths is delivered through lessons developed by White Rose Maths. Each year group programme consists of units of work designed to deliver the National Curriculum objectives in a systematic, progressive and mastery way.  NCETM Spines and personal development materials will be used by teachers to complement the White Rose Maths planning as and when appropriate.
• Maths is to be taught for a minimum 1 hour per day. This promotes depth in the teaching and learning in a maths mastery approach that makes learning meaningful and memorable. Children will take away a deep understanding of problem solving and reasoning in Maths as well as a fluent understanding.
• EYFS and KS1 will have a daily mastering number session as part of their Maths teaching.
• Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual fluency, problem solving and reasoning. Lessons should follow the CPA (concrete, pictorial, abstract) approach to allow the children’s learning to have the scaffolding as needed for each child to succeed.
• Planning should look at journey the children will take to grasp each Mathematical concept. Small steps should be taken to embed learning and common misconceptions addressed.
• Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils keep up.
• Through our planning, we involve problem solving opportunities that allow children to apply their knowledge, and find out answers for themselves. Children are encouraged to ask their own questions and be given opportunities to use their mathematical skills to discover the answers. This curiosity is celebrated within the classroom.
• Teachers ensure that the quality and variety of language that children hear and speak are key factors in developing their mathematic vocabulary and articulating mathematical concepts clearly and precisely.
• Activities should be planned to meet the needs of all pupils. Differentiation is achieved through careful planning, organisation and classroom support. Learners should be supported and challenged to progress within Maths.
• We build upon the knowledge and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting and using mathematical equipment to aid their own learning helping them to develop as independent learners.
• The children will record their work in Maths jotters or on whiteboards during the lesson input and independently (where appropriate) in the White Rose Maths Pupil Book. KS1 follow a more scaffolded approach, working at a slower lesson pace to allow all children to access the age related questions in the White Rose Pupil Book.
• When appropriate, lesson will begin by addressing a common misconception from the previous day and with a recap on previous learning.
• On arrival each morning children will partake in a morning maths activity that will practice previously taught fluency skills and allow children to deepen their understanding and allow them to develop the sticky knowledge require to become successful Mathematicians.
• Regular events, such as themed days and trips, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of Maths knowledge and skills in the wider world.

IMPACT:

The impact of our Mathematics curriculum is that children understand the relevance of what they are learning in relation to real world concepts. We have fostered an environment where Maths is fun and it is OK to be ‘wrong’ because the journey to finding an answer is most important. Children are helped to become confident, enthusiastic learners through engaging in collaborative and independent activities. Our children learn to make connections and they make measurable progress in each concept taught.

Our Maths books/Seesaw evidence a range of fluency, reasoning and problem solving activities. Our feedback and interventions are supporting children to strive to be the best mathematicians they can be ensuring a greater proportion of children have an embedded understanding of mathematical concepts. Children ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. Children are developing skills in being articulate and are able to, verbally, pictorially and in written form, reason well.