Maths - Subject Leader: Mr Rowlands
Maths Curriculum Intent
The 2014 National Curriculum for Maths aims to ensure that all children:
- become fluent in the fundamentals of mathematics
- Are able to reason mathematically
- can solve problems by applying their mathematics
At Twelve Apostles, these skills are embedded within our Maths curriculum and are built upon consistently over a child’s journey through our school. We are committed to ensuring that all children are able to recognise the importance of Mathematics within the wider world, its application in our lives and that they are aspirational in what they believe they can achieve in Maths. We aim to enable our children to apply the mathematical skills and understanding they develop within our curriculum to these real-life contexts. We aim to deliver an aspirational Maths curriculum which not only produces successful mathematicians but children with a confidence and enjoyment in Maths that is rooted in deep and secure understanding.
Implementation
The content and principles underpinning the 2014 Mathematics curriculum and the Maths curriculum at Twelve Apostles ensures that children develop a deep, conceptual understanding of mathematical concepts. These principles and features steer the way in which our curriculum is implemented:
- 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 and aim towards their year group expectations.
- New concepts are introduced through concrete, pictorial and symbolic representations. Children progress through these stages at their own pace and the appropriate models and images are provided to support learning.
- Learning is supported by carefully planned and sequenced lessons and specifically chosen resources to enable a deep conceptual and procedural knowledge.
- Teachers use the White Rose scheme of learning to support in planning the maths curriculum but this is not prescriptive
- Within EYFS, the children receive the majority of their Maths curriculum through the Mastery in Number programme which is supplemented by the White Rose scheme of learning
- In Key Stage 1 & Year 3, in addition to their Maths sessions taught through White Rose, the children receive Mastery in Number sessions 4 times per week to develop their flexibility with number
- There is a clear progression to written calculation policy that ensures progression year on year.
- The NCETM materials are also used to support staff subject knowledge.
- Adaptive teaching is achieved through identifying those children who need to spend more time at each of the above stages and those who need to be challenged through reasoning and problem-solving opportunities.
- Adult modelling, practice and consolidation play a central role. Children are given the opportunity to practice skills within a variety of contexts so that they develop a strong varied fluency.
- Play and practical exploration are key to developing a conceptual understanding in maths and in engaging children in enjoyment of maths.
- Problem solving activities are interwoven into the teaching of mathematics to ensure children have a wealth of opportunities to apply their knowledge, understanding and skills.
- Maths vocabulary is key to enabling children to mathematically reason and problem solve. Key vocabulary is explicitly taught so that children have the building blocks to reason.
- Children are taught to use models and images to explore and explain or reason mathematical concepts.
- Teachers use assessment for learning throughout the teaching cycle to identify conceptual and procedural knowledge. This assessment information is used to inform teaching and identify quickly those children who require intervention.
- Children with SEN in maths are supported using the same principles of concrete, pictorial and symbolic. They have individual or small group sessions that are planned for using B squared- small step objectives.
Impact
Our mission is clear, we aim to ensure that all children fulfil their human potential. We have a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Children can underperform in Mathematics because they think they can’t do it or are not naturally good at it. The principles behind using concrete, pictorial and symbolic representations to support children enables all children to achieve. It ensures that all children experience challenge and success in Mathematics by developing a growth mindset. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards, with achievement at the end of KS2 above the national average and a high proportion of children demonstrating greater depth.
Mathematics Policy.
Mathematics Long Term Plan Overview.
Mathematics Outcomes.