“Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.” (National Curriculum 2014)
The objectives covered are set out in the national curriculum for each year group. It is expected for children to be studying their particular year group’s objectives. However, there are times because of special education needs or extension for higher attaining students that a child may be working on objectives from other year groups.
The outline of the curriculum is on the school website and sets out the intent, implementation and evaluation of mathematics teaching. It also outlines key aspects such as homework and online learning platforms the school uses. On the website there are supporting documents outlining methods used to teach calculations. These are broken down into Year groups and then into each of the four operations. Mathematics is generally taught discretely but wherever possible, teachers incorporate aspects of mathematics throughout their topic teaching and also make links between the skill they are teaching and real-world applications. Mathematics does not appear on our school termly or half termly maps for this reason.
We follow a mastery approach we use a variety of resources and equipment to support mathematics teaching and learning. Our Mathematics curriculum follows the White Rose scheme of work. The concept of teaching mathematics to mastery is to ensure that topics are well developed. Pupils will spend enough time to fully explore a concept before moving on to a different topic. Each unit is designed to provide minimal step progressions through the material so that all pupils can move forward together at broadly the same pace. Provision is provided for lower attaining students and higher attaining learners so that concepts are embedded and deepened without the need to accelerate. An idea is well formed and reinforced by ample practice. New knowledge is then used on subsequent lessons so that all ideas build on top of each other and pupils have ample opportunity to develop relationships between the topics. Ideas are revisited in a spiral as pupils’ progress through the years, each time at a higher level.
When teaching mathematics teachers and other adults working with children deliver lessons according to the following criteria:
We follow the White Rose Mathematics Scheme of work but use a variety of resources including White Rose to deliver lessons.
Equipment use is a key element for ensuring children understand the mathematics being taught. The school is well resourced with equipment recommended for a mastery approach.
Fluency in mental arithmetic. This is usually the start of each lesson and is often taught by chanting, using a counting stick, or giving children time to practise an arithmetic skill. The mental fluency skills taught here will usually link with the main teaching of the lesson.
There is a weekly programme of mental arithmetic that starts in Year 1 and progresses through to Year 6. This is set and reinforced for homework and includes skills such as number bonds, addition, subtraction, multiplication and division facts so that children become fluent and confident with these skills.
A secure knowledge of formal written methods for addition, subtraction, multiplication and division. This is taught as part of the White Rose scheme of work.
Application of formal written methods to problem solving. Problem solving is relating mathematics to life situations. A variety of approaches are employed to teach children problem solving skills to scaffold the process of problem solving. We use the Singapore Bar method to help pupils visualise problems from Reception to Year 6.
Retaining key knowledge of mathematical vocabulary. This is reinforced during lessons as well as forming a prominent part of class working walls. Working walls are used to display scaled success criteria and for the children to refer to as an aid to memory or the processes modelled in the lesson. At times the working walls are displayed on the smart boards in classes.
Rewarding progress.
Feedback is given to children during each lesson.
Certificates are awarded for mathematics in general assemblies.
Mathematician of the Month certificates are awarded for effort and discussed with the whole school once a month. An example of mathematics from each class is displayed in the hall.
Certificates are also awarded for passing skills in mental arithmetic tests.
Progress is also rewarded by our online learning platforms where competitions are held between children in each class, between classes or houses and nationally.