Mathematics

CURRICULUM STATEMENT FOR MATHEMATICS

 

Intent

Our intent in mathematics is to inspire our learners with a love of the subject!

At Engaines, we are committed to ensuring that all our pupils are successful in the three core areas of the National Curriculum: fluency, reasoning and problem solving.

Our consistent promotion of a growth mindset means that we believe success in mathematics is possible for every child. Our curriculum aims to foster an enthusiasm for maths in children and equip them with the skills they need to achieve as high a standard as possible. We aim to help them become confident in their conceptual understanding and use of maths so that they have the self-belief and determination to succeed when presented with a challenge and so they are able to apply their knowledge to a range of different situations in the wider-world.

 

Implementation

 

Maths is taught as a single lesson on a daily basis, generally one hour per day, and as a cross-curricular subject as appropriate. We follow the teaching sequence outlined by the White Rose Maths Hub schemes of learning. This ensures that a coherent, consistent approach is adopted in all year groups. These provide teachers with notes and guidance on how to enhance their teaching of the subject along with key vocabulary, questions and discussion and teaching points. The White Rose Maths Hub schemes of learning reflect the content of the Foundation Stage Early Learning Goals and the National Curriculum for Maths.

The curriculum is broken down into small manageable steps in order to ensure that each lesson has a clear focus and helps children understand concepts by following a carefully planned sequence of lessons. This avoids the cognitive overload that can occur when too many concepts are covered at once and ensures that each lesson contributes to the long-term goal. Within a series of lessons, children have the opportunity to acquire, practice, apply and deepen their knowledge and skills as appropriate. Pupils are challenged by being offered rich and sophisticated problems to deepen their understanding. Concepts are revisited over time so that children can reinforce them and embed them into their long- term memory. Teachers have the flexibility to spend longer on specific skills or concepts if they feel it is necessary. When introduced to a new concept, children have the opportunity to follow the concrete – pictorial - abstract approach. Concrete objects and manipulatives help them understand what they are doing. Alongside these, children use pictorial representations that can be used to help reason and solve problems. Concrete and pictorial representations then help support children’s understanding of abstract methods. All children are included in whole class lessons and teachers provide scaffolding and relevant support as necessary.

Children in the reception aged classes are also following the White Rose scheme and this year, the school has been chosen to participate in a project which provides training and resources to ensure children have the best possible start to their maths learning in school.

Additional support and COVID catch up is provided through this work as well having a daily 15 minute maths meeting which promotes oracy and provides additional opportunities to grasp key objectives. At times, additional support is offered through intervention programmes and the use of maths surgeries to support children who have not yet fully understood the work.

Classrooms are equipped with working walls to aid in maths lessons. The content of learning walls is flexible and contains key vocabulary, concepts and knowledge from recent learning.

At home, children are encouraged to learn number bonds and times tables using the Times Table Rockstars and Numbots websites. Activities relating to the topic web are sent home and can be completed as part of half termly homework sheet.

 

Impact

Over time, we expect children to build confidence in maths. We hope that our approach towards teaching and learning in mathematics proves to children that the subject is not about the memorisation of abstract facts and rules that must be applied in an equally abstract way. Instead, our approach places an emphasis on learning itself and the importance of effort and reasoning in the process of acquiring knowledge and skill. We believe using the White Rose scheme enables children to secure a base of knowledge and skills that will enable them to proceed with confidence to the next stage of their education.

 

Attachments needed-

NC Maths https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf

 

White Rose overview – single year groups and mixed age groups. Attached as a word document-most recent found 2019-2020.

White Rose Calculation Policy

- Addition and Subtraction

- Multiplication and Division

 

Maths Vocabulary List

 

Additional Documents-

 https://www.gov.uk/government/publications/multiplication-tables-check-information-for-parents/multiplication-tables-check-information-for-parents-text-version--2

 Information for Parents on KS1 and KS2 tests

(not 2022 but the most recent update we have) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/792059/Information_for_parents_-_2019_national_curriculum_tests_at_the_end_of_key_stages_1_and_2.pdf