Maths

Mathematics – Curriculum Overview

Intent

At New Pasture Lane we offer the children a progressive mathematics curriculum based on the National Curriculum to develop mathematical knowledge and skills for our children. They will be positive and enthusiastic towards mathematics, with an awareness of the diversity of the subject.

They will be competent and confident in taking risks to apply mathematical knowledge, concepts and skills.
They will be able to solve problems, reason mathematically and think logically and systematically.
They will be able to work independently and in cooperation with others.
They will be able to use and apply mathematics across the curriculum, and to understand the application of mathematics in real life contexts and scenarios.

They will have a developed confidence in mental fluency with whole number

All children have equal access to the mathematics curriculum, regardless of race or gender. Resources and learning environments are planned and designed to enable all children access to the learning required. Differentiated activities are provided to support less able learners and challenge rapid graspers so they are able to work at greater depth in mathematics. The mathematics curriculum is ambitious for pupils with SEND to ensure they can access the subject at an appropriate level and make progress towards clearly defined end points (see appendix ii)

Mathematical knowledge can be linked to engaging topics but will be gained by the teaching of year group progressive skills which build on previous learning, ensuring pupils’ learning becomes embedded. In addition to this, pupils will engage in enrichment activities to support their learning of mathematics for a real purpose through science, computing, PSHE and further cross-curricular lessons.

Implementation

New Pasture Lane Primary School uses planning documents based on Master the Curriculum (EYFS and Key stage 1) and Hamilton Trust (Key stage 2). These planning documents ensure key concepts are taught progressively as pupils move through the school and that units are sequenced throughout the year to build knowledge and skills. These schemes of work have been chosen for teacher planning in maths but we expect our teachers to adapt the schemes to the needs of their pupils. Teachers use their understanding of how children learn mathematics and apply this in their planning.

The Master the Curriculum and Hamilton Trust planning objectives have been thoroughly cross referenced against the maths programme of study to ensure all objectives are covered fully. The blocks suggested allow children to revisit previously learned knowledge, concepts and procedures so that maths knowledge can become deeply embedded in the children’s memories.

Progressive knowledge such as number bonds, times tables and the four operations are used to underpin pupils’ understanding of place value and number within year groups. Lesson objectives are structured and sequenced so that final outcomes are secure and meaningful. Children do not learn objectives in isolation but continue to embed these through carefully planned application of their learning throughout the year. This embedding will develop the children’s automaticity.

At New Pasture Lane we believe that children should be given opportunities to practise their maths knowledge outside of the maths lesson therefore children have access to Numbots (EYSFS, KS1), Mathletics and TTrockstars (Key stage 2) both in and out of school to build on their fluency and methods taught within the class. We complement our maths learning by using online lessons provided by TUTE to challenge the more able mathematicians (KS1 and KS2) and it is also used in Year 6 as a revision tool.

Medium-Term Planning is documented, based on Master The Curriculum (EYFS and KS1) and Hamilton Trust (KS2) materials, for each year group. It is the responsibility of the class teacher to adapt planning to suit the children’s needs. Reasoning and problem solving is a focus for the school and wherever possible children are encouraged to apply their knowledge and skills in different situations. Short-Term Planning identifies specific learning objectives for each unit and is uploaded to the school curriculum drive by the class teacher along with the relevant slides and resources. All children have access to the Maths curriculum, as work is tailored appropriately for children with SEND. Children will learn through similar activities, with outcomes modified to suit all needs in accordance with their STEPS curriculum. The STEPS curriculum ensures that learning is progressive, revisited and overlearnt due to the needs of the specific child. A record of the STEPS curriculum is kept with each child and referred to by the adult supporting them.

We understand the importance of retrieval practice in ensuring that taught content becomes part of the child’s long term memory. We therefore spend the first ten minutes of every morning completing retrieval practice questions linked to the children’s current learning in maths (KS1, KS2). We also use regular arithmetic testing and every class completes a formal arithmetic paper at the end of each half term. Teachers then use this assessment to influence their future planning and teaching. This is introduced in the summer term for Year 1 children.

We recognise the important role that display has in the teaching and learning of mathematics. Every class has a mathematics working wall to support and reflect current work. Display is also used to support mathematical thinking and processes through visual aids such as number lines, number grids, vocabulary cards that provide visual support for the children’s mental processes. Children’s mathematical work is frequently celebrated through display across the school.

The start of our daily maths lesson is to engage the children and build their confidence through a range of low stakes maths games, songs and metal warm-ups. This is then followed by a high quality and inclusive teaching input, including modelling and questioning and then followed by independent work. The end of the lesson then brings together the class to address misconceptions, celebrate progress and push thinking further through challenge activities and questions.

Daily maths sessions include explicit reference to vital mathematical vocabulary and the use of stem sentences to support and encourage all children to communicate their ideas with mathematical precision and clarity. These sentence structures often express key conceptual ideas or generalities and provide a framework to embed conceptual knowledge and build understanding.

Work in maths books should utilise one digit per square and work should be dated and headed up with the learning objective for the session. Marking in maths follows the marking policy using live marking with opportunities for self-correcting and identifying misconceptions.

Impact

Work in books and regular ongoing assessment is used as a measure of progress towards the identified end points. Pupils are given regular opportunities to recap and embed learning as well as applying their knowledge to solve a range of tasks and problems. Where gaps in learning are identified, the reasons for this are analysed and this information is used to plan further teaching or intervention activities where needed.

This is shown in:

Key Performance Indicator (KPIs) records (see appendix i)
Evidence of work in books, including evidence of applying key knowledge to solve more complex problems
Regular low stakes assessments
Progress records and data overviews
Benchmarking against national tests (PUMA)
Pupil voice
Subject Action and School Development Plans and SSE cycle.

End points:

By the end of EYFS children will:

Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.
Children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built.
Children will develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.

By the end of Key Stage 1 children will:

Develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].
Develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. • Be able to use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
Know the number bonds to 20 fluently and be precise in using and understanding place value.
Read and spell mathematical vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

By the end of Lower Key Stage 2 children will:

Become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value.
Develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
Develop their ability to solve a range of problems, including with simple fractions and decimal place value. • Be able to draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.
Use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

By the end of Upper Key Stage 2 children will:

Extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. • Develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation.
Be introduced to the language of algebra as a means for solving a variety of problems.
Develop their understanding of geometry and measures to consolidate and extend knowledge developed in number. • Classify shapes with increasingly complex geometric properties and learn the vocabulary they need to describe them. • Be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.

• Read, spell and pronounce mathematical vocabulary correctly.