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Mathematics

 

'Mathematics has beauty and romance. It's not a boring place to be, the mathematical world. It's an extraordinary place: it's worth spending time there.

 

                          Marcus du Sautoy

INTENT - How we have planned our Maths curriculum:

Mathematics is vital for the life opportunities of our children.

We believe that all our children can succeed at maths and want all of our children to enjoy mathematics and have a positive attitude towards it. We foster a positive ‘can do’ attitude and we promote the fact that ‘We can all do maths!’

 

We aim to provide a high-quality mathematics education, by providing pupils with a deep understanding of the subject through a concrete, pictorial and abstract approach.

 

We believe there is no ceiling to learning and teach for secure and deep understanding of mathematical concepts through manageable steps. We use mistakes and misconceptions as an essential part of learning and provide challenge through a broad range of activities and problems.

 

 Our aim is for all children to :

• have a sense of enjoyment and curiosity in mathematical learning.

•become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

•be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and real-life scenarios

•reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language

•Have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.

IMPLEMENTATION How we teach our Maths curriculum:

 

• We teach the National Curriculum through Herts for Learning’s ESSENTIAL Maths scheme. ESSENTIAL maths provide the long term overview of the teaching sequence and day to day short term plans. Teachers annotate against these plans to ensure that the learning opportunities are relevant to the needs of their whole class/individuals.

•Mixed age, episodic, spiral planning is embedded across key stages, enabling children to access and secure age related learning, in all mixed year group classes.

•Planning delivering a mastery approach/top down approach across the key strands, supporting children to see links across their learning. This ensures a consistent, whole school approach to delivery and learning, children are able to transition from class to class, age groups smoothly, without learning being lost.

•Most sessions begin with teacher modelling, guided work, paired work before working independently.

We use a concrete, pictorial, abstract approach to teach new concepts; the children are provided with multiple representations of new concepts to ensure they have a deep and secure understanding of the new learning.  •Developing reasoning skills, particularly through the use of talk frames and vocabulary prompts is a key aspect of the children’s learning.

•Daily fluency sessions (10 minutes, teacher led) and daily ‘fluent in 5’ sessions take place from Yr.1 to Yr. 6 outside of the daily maths session. This enables children to practice retrieving key information from their long -term memory to use in their working memory and to make links between learning and to secure fluency.

•Classrooms are well resourced, and manipulatives used daily to help children deepen their understanding, make links, support or strengthen their learning.

•Half-termly newsletters are sent home to ensure that parents/carers understand the  learning opportunities that their children have within Maths, giving them a chance to discuss further at home.

IMPACT - Within our safe and nurturing community, our children will demonstrate that they:

• have a sense of enjoyment and curiosity in mathematical learning.

 

• are fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

 

•have the skills and have the resilience to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.

•are  able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language

Maths is monitored via ‘Book Looks’ and feedback, learning walks and observations, pupil voice and pupil progress meetings where progress and attainment is discussed and next steps put into place.

EYFS

 

As early adopters of the new EYFS framework, we are a year into successfully delivering the revised framework. Our children are given a strong grounding in number. They have rich opportunities both indoors and outdoors, to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.

Our children develop a positive attitude and interest in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk confidently to adults and peers about what they notice and are not be afraid to make mistakes.

There is dedicated time for children to learn mathematics and also opportunities for mathematics to be integrated throughout the day.

 

ELG: Number

Children at the expected level of development will:

- Have a deep understanding of number to 10, including the composition of each number.

 

ELG: Numerical Patterns

Children at the expected level of development will:

- Verbally count beyond 20, recognising the pattern of the counting system;

- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;

- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Teaching for Mastery

 

Welcome to ‘Times Table Rockstars’

We use a fantastic online way to develop knowledge of times tables and division facts for all pupils from Y1-Y6. Times tables are recognised as essential to access many mathematical concepts and knowledge will be assessed at the end of Y4, from September 2018, by a National test.

 

When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to do harder calculations. ‘Times Table Rock Stars’ is a fun and challenging programme designed to help pupils master their times tables!

 

Your child’s teacher has introduced them to how Times Tables Rock Stars works and the appropriate times tables to practice on a weekly basis will be allocated. Your child has also been given their username and password. This programme can be accessed online via the web address www.ttrockstars.com. You may also download an App for the Iphone/Ipad or Android App through which your child may practice.

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