Mathematics

The national curriculum for mathematics intends to ensure that all pupils:

1. become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

2. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

3. can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.

The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Mathematical Intent

We intend to:

  • Ensure our children have access to a high quality maths curriculum that is both challenging and enjoyable. 
  • Provide our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to enjoy greater depth in learning.
  • Ensure children are confident mathematicians who are not afraid to take risks.
  • Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.

Mathematical implementation

We are outward looking and creative in our approach to implementing a high quality mathematics curriculum.

Our implementation is develop through secure understanding of the curriculum and subject area.

Short term planning is supported by the use of the White Rose Maths Hub materials with ‘Quality first teaching’ linked to teaching standards:

All teachers:

1. ‘Know where their children are’ through the use of concise summative assessment, prior learning, assessment, maths talk

2. ‘Understand where their children need to be’ through a secure understanding of year group expectations and/or pre key stage expectations and incisive, ongoing, formative assessment

3. ‘Know how they are going to get them there’ through the use of a range of strategies to promote independence, mastery and high expectations of ALL.

4. Effectively deploy adults, specifically during introductions, plenaries & catch-up sessions

5. Plan for progression during and between lessons.

Learning:

We work as a team to ensure all of our children:

1. are school ready

2. feel safe & secure

3. are supported by effective classroom routines

4. are emerged in an engaging environment

5. have a clear understanding of the high expectations set for them

6. have high expectations of themselves

7. are confident in their mathematical learning

8. feel ready and excited to be challenged

9. are independent learners

10. are effective critical friends

Vocabulary

Vocabulary is explicitly taught at the start of each unit of learning.   All pupils have access to the vocabulary as it is displayed on the working wall, in books/on tables.  The definition and application of the vocabulary is modelled continuously by the teacher/teaching assistant throughout the unit of work.  There is a high expectation for pupils to use, model and apply the vocabulary in their verbal and written reasoning.

Mathematical Impact

We will have learners who can:

Clearly explain their reasoning and justify their thought processes

Quickly recall facts and procedures

Have the flexibility and fluidity to move between different contexts and representations of mathematics.

Have the ability to recognise relationships and make connections in mathematics.

Be happy, confident, articulate and autonomous learners with a life-long passion for learning

 

A mathematical concept or skill has been 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.