Maths Curriculum Statement 2020-2022
The Intent is for all children to have rich mathematical Knowledge, be confident and skilled in it’s manipulation, in order to apply it to the world around them
There is a carefully planned progression of maths across the school which details timing of units to ensure coverage of knowledge from the maths curriculum. Pupils have daily opportunities to develop the 3 areas of maths – fluency, reasoning and problem solving. This provides children with verbal and written opportunities to secure these areas. In every class the teaching enables children to access and broaden their maths learning through concrete, pictorial and abstract methods scaffolding the concepts and allowing links to be made between areas. Independent work is signposted through ‘challenge by choice’ as bronze, silver, gold, platinum differentiated challenge levels and pupils make an independent choice where to start, they are in charge of their learning here. Activities, tasks and work are selected appropriately to meet the needs of the children and guidance is given if children’s selection is inappropriate.
Questioning is used to extend children and broaden their knowledge in maths. Children are given carefully targeted questions that challenge them throughout each lesson. These may include: How do you know? What do you notice? What’s the same and what’s different? Can you convince me? (verbal, written, drawing or using manipulatives) Is there another way? (variation theory) How can you be sure you’ve found all the combinations? Pupils are encouraged to answer in full sentences when responding to questions. This helps create links and ensure knowledge is secured in the long term memory.
To help encourage retrieval teachers plan for children to answer around 5 calculation-based questions to consolidate and recap learning at a convenient time during the week. Pupils also use times table rock stars – an online platform using times table facts to support the recall.
Pupils take the end of unit tests and pre unit quizzes to encourage information to be held in the long term memory and to ensure lessons are pitched correctly..
We believe that it is paramount for children of all ages to use concrete resources to support them with their maths learning, often to initially help them grasp a concept and perhaps to extend children to find another way of showing an answer. Teachers ensure that there is a wide variety of maths manipulatives for children to use and you will often see children helping themselves to these, which may include the following: Numicon, bead strings, lolly sticks / straws, Base 10, counters, place value counters / grids / charts, Objects / toys, multi-link cubes, fraction blocks / circles, 100 square / multiplication grids.
Impact: Children enjoy the challenges of maths, become confident in maths and our approach will enable more children to reach age-related expectations and greater depth, ensuring they are ready for the next step in their learning.