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Maths

Intent

Our intent is to produce an ambitious, connected curriculum accessible to all pupils in school right through from Phase 1 to the end of Phase 3. Our curriculum will not only cover all the content of the National Curriculum, but also provide advice and exemplification for teachers and parents.

We intend to deliver a curriculum which:

  • Allows children to be a part of creative and engaging lessons that will give them a range of opportunities to explore mathematics following a mastery curriculum approach.
  • Gives each pupil a chance to believe in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.
  • Recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order that children aspire and become successful in the next stages of their learning.
  • Engages all children and entitles them to the same quality of teaching and learning opportunities, striving to achieve their potential, as they belong to our school community.
  • Makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
  • Provides equal opportunities for children to apply their mathematical knowledge to other subjects
  • Is in line with the expectations in the National Curriculum 2014.

White Rose Maths (@WhiteRoseMaths) | TwitterArchimedes NE Maths Hub | NCETM

 








Implementation

Teaching and Learning, Content and Sequence

  • In school, we follow the national curriculum and use White Rose Schemes of Work as a guide to support teachers with their planning and assessment.
  • The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time. We also use the Ready to Progress documents in conjunction with White Rose calculation policies
  • At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses. Learning environments reflect the new topic, vocabulary and appropriate representations
  • Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.
  • For all new mathematical concepts, as well as prior learning, we re-visit objectives and strategies regularly in our Maths 5-a-day sessions. The selection of the questions/problems in these sessions allow the children to re-visit areas of Maths regularly, which aids in retention.
  • We provide opportunities for our children to problem solve and to reason – applying their fluency knowledge and skills. Children who have shown their understanding at a deep level within an objective/topic, will have opportunities to apply these skills in a GREATER DEPTH activity (Star Challenge). This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems. We use White Rose Maths resources, as well as resources from iSee Reasoning, Focus Maths, TestBase and TTS Convince Me resources.
  • Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.
  • Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.
  • Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles.
  • Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary using Adaptive Teaching strategied. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.
  • We have a particular focus on maths fluency in school, which enables the children to set the foundations ready to progress and build on in further learning. In Maths Fluency sessions, children are given the opportunity to practise these skills such as times tables, number bonds etc to, again, aid with retention, but also to build confidence when practising regularly. We use Times Tables Rock Stars to make learning of times tables fun and engaging – a resource that is used in school and encouraged out of school also. We use SumDog in the same way but this resource encompasses all Maths objectives – teachers are encouraged to set challenges according the children’s current learning.
  • Homework is set for all learners in Maths – times tables for year groups who are currently learning them as well as fluency skills for other year groups e.g. number bonds to 10

The following calculation policies are used in school to meet requirements of the National Curriculum 2014 for the teaching and learning of mathematics, and is also designed to give pupils a consistent and smooth progression of learning in calculations across the school. Grangetown Primary School have worked collaboratively with the Archimedes Maths Hub to embed the Mastery approach to teaching mathematics, who fully recommend the calculation policies provided by White Rose Maths.

Impact

  • Children enjoy Maths and develop a love of the subject
  • Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.
  • Children show confidence in believing that they will achieve.
  • Children find ‘getting stuck’ a positive experience, allowing themselves to further develop resilience and problem solving skills
  • The flexibility and fluidity to move between different contexts and representations of maths.
  • The chance to develop the ability to recognise relationships and make connections in maths lessons.
  • Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
  • Children show a high level of pride in the presentation and understanding of the work
Grangetown Primary School

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