Maths Curriculum Intent
Our Maths curriculum is accessible to all and intends to maximise the development of every child’s ability and academic achievement. We recognise that mathematics is an essential tool for life and highlight these skills and apply mathematical knowledge in other subjects. Our approach to teaching of mathematics develops the children’s ability to work both independently and collaboratively as part of a team. An emphasis will be placed upon fluency, reasoning and problem solving.
- Throughout the school, Reception to Year 2, we use the White Rose Maths scheme of learning as the basis for our Maths planning and to ensure coverage. The structure of the Mathematics curriculum across school shows clear progression in line with age related expectations. Teaching curriculum content in blocks allows children to explore skills and knowledge in depth and gain a secure understanding of particular subject matter. The small steps they provide ensure a sequence of progressive learning and is based on the 2014 National Curriculum.
- Lessons may be personalised to address the individual needs and requirements of a class but coverage is maintained. Activities are differentiated to ensure there is appropriate challenge for all. Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary.
- Curriculum progression maps are based on the White Rose yearly overviews which set the curriculum out in blocks enabling children to get to grips with different areas of Maths through extended periods of time.
- Teachers and support staff implement the schools agreed calculation policies for progression in written and mental calculations.
- Fluency skills are constantly revisited with Reception and Year 1 following the NCETM Mastering Number programme which aims to strengthen the understanding of number, and fluency with number facts, among children in the first two years of school.
- Daily Maths lessons include recap/revisit, fluency, reasoning and problem solving.
- We implement our approach through high quality teaching delivering appropriately challenging work for all individuals using the Concrete, Pictorial, Abstract (CPA) approach. This approach enables pupils to visualise and understand Mathematics by making connections between different representations:
- To support the ‘Concrete’ part of our CPA approach, we have a range of mathematical resources in classrooms including Numicon, Base10 (Dienes) double sided counters, Rekenreks and bead strings. When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract Maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve Maths without equipment or images.
- We place great emphasis on the use of correct mathematical vocabulary which is used by all staff and pupils. This is discussed with and explained to children who are then encouraged to use it independently when talking about Maths. This allows them to take ideas further.
- Feedback is given on children’s learning in line with our feedback policy. Summative assessments are completed at the end of each White Rose Maths unit of work. These results are used to update INSIGHT. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.