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Walwayne Court Primary School

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Mathematics

Intent:

The intent of our mathematics curriculum is to design a curriculum, which is accessible to all and will maximise the development of every child’s ability and academic achievement. We deliver lessons that are creative and engaging. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving problems using their mathematical knowledge. Furthermore, we want them to know that Maths is essential to everyday life and the wider world. As our pupils progress, we intend for our pupils have a sense of enjoyment and curiosity about the subject.

Implementation:

To teach the Maths Curriculum, we use these features/concepts to deliver our Maths lessons:

  • Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
  • The large majority of children progress through the curriculum content at the same pace.
  • Differentiation is achieved by children choosing a suitable challenge from years 1 and above from our ‘Try it, Use it or Deepen it’ approach in number based topics to ensure application and reasoning questions are covered. SSM topics use this format when appropriate.
  • Children who teachers identify need more support are provided with a range of interventions depending on their weakness. A variety of our teaching staff are trained in Back on Track, Numicon, Dyscalculia and catch-up small group interventions.
  • Children who exceed expectations are given activities which rely on them making links between current learning and previous knowledge with limited direction. NRich activities are commonly used for these activities.
  • Teachers link new knowledge to real life situations so children can see that link between what they learn in the classroom to real life and how mathematics is all around us. This also motivates and inspires children to having a purpose behind their learning of the new skill. 
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring additional support, so that all children keep up.
  • Manipulatives are use throughout the school along with the Concrete-Pictorial-Abstract approach (EYFS to year 6) to ensure full understanding of concepts which is aligned with our school’s calculation policy.
  • Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Through AFL and our Quadrant Quizzes, topics are visited when necessary.
  • EYFS and Year 1 in term 1 use Number Blocks and years 1 (term 2 onwards) to 6 adapt White Rose Schemes to support their teaching.
  • Sentence stems are used and displayed to help support children with the vocabulary needed to explain their mathematical thinking.
  • Maths Meeting is a daily session in KS1 based around basic number facts and a number of the day. LKS2 do times table challenge and KS2 do fluency quizzes 3 times a week.
  • Children in years 2 and above have 5 maths lessons a week and there will be evidence in books for 4 of these sessions (photos or written).
  • Evidence can be found in Learning Journeys in EYFS and Year 1 and squared Maths Books in year 2-6.
  • Parents and carers are invited in once a week in KS1 and once a term in KS2 to participate in Maths Games with their child/children.
  • Teachers mark every question using a pink tick or green dot and children will be given time to respond to this feedback either individually or in a group.
  • Quadrant quizzes will be completed once a week in all years covering questions from last topic, last week, last lesson and next topic.
  • Teachers record assessment on classroom monitor weekly including the date of evidence. This is used to inform future planning.

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 created an environment where Maths is fun and it is OK to be ‘wrong’ because the journey to correcting our mistakes is important. Our maths books are packed with a range of practical and written activities showing evidence of fluency, reasoning and problem solving. Our feedback and interventions are supporting children to strive to be the best mathematicians they can be ensuring a greater proportion of children reach age related expectations but also increase their confidence in their own ability. Children ‘have a go’ and choose the manipulatives they need to help them to learn along with the strategies they think are best suited to each problem developing their independence. Children are developing skills pushing themselves outside of their comfort zone and ensure they are choosing a challenging activity to help them reach their potential.

A full list of KS1/2 objectives for NC2014 together with our Calculation Policy are given below:

 

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