Whinney Lane, Pontefract, West Yorkshire, WF7 6DJ
01977 798616

Maths

 

We are committed to instil a love of maths; ensuring that children see the importance of maths through engagement. Maths in itself is an opportunity for collaboration, for increasing resilience, and for solving problems. Through an age appropriate and progressive curriculum, we are committed to ensuring that children recognise the importance of maths in the wider world.

 

Intent

 

At Streethouse Primary School we are committed to the quality and provision of our Maths curriculum will contribute to personal development by helping pupils to build their confidence, resilience, and self-esteem. Staff will feel confident in their abilities to deliver the curriculum. We aim to ensure that all children develop the essential skills for future employability and achieving economic wellbeing in order to be active and effective global citizens now and in their future.

Our children will be exposed to quality first wave teaching and provided with a range of opportunities in order for them to reach their full potential; removing barriers to learning experienced by pupils and improve their capacity to learn and achieve. Encouraging parental involvement in our maths curriculum and policies to ensure it is fit for purpose and meeting the needs of our children and the community we serve is vital to achieving this.

 

We want all our pupils:

·       To 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.

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

·       To be able to 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.

 

National Curriculum

 

Key stage 1

 

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils 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]. At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

 

Lower Key Stage 2

 

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can 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. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

 

Upper Key Stage 2

 

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils 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. At this stage, pupils should 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. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly

 

Implementation

 

At Streethouse Primary School, we follow the White Rose maths scheme and Master the Curriculum in Early Years (This is linked closely to the White Rose Scheme and its principles) as it is crucial that pupils become fluent in the fundamentals of mathematics, to be able to reason and to solve problems.

The White Rose Hub curriculum embraces these national curriculum aims, and provides guidance to help pupils to become:

Visualisers - we use the CPA approach to help pupils understand mathematics and to make connections between different representations.

Describers - we place great emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing, and so support them to take ideas further.

Experimenters - as well as being fluent mathematicians, we want pupils to love and learn more about mathematics.

In order to learn mathematics effectively, some things have to be learned before others, e.g. place value needs to be understood before working with addition and subtraction, addition needs to be learnt before looking at multiplication (as a model of repeated addition). This is clear with the emphasis on number skills first, carefully ordered, throughout our primary curriculum. For some other topics, the order isn’t as crucial, e.g. Shapes and Statistics need to come after number, but don’t depend on each other. We try to mix these so pupils have as wide a variety of mathematical experiences as possible in each term and year.

 

Impact

 

Our Maths curriculum aims to ensure that children leave with all the key knowledge and skills outlined in the National Curriculum and further, with a strong sense of number and its application. Children leave confidently able to tackle real-life maths problems.

The expected impact of following the White Rose Maths scheme of work is that children will:

By the time children in Year 6 leave us, we want them to have the following experiences and understanding: 

 

Children should have the chance to do this in every maths lesson, but should also recognise that these skills apply across the curriculum and even more widely in the real world.  

 

Inspire Knowledge and Skills: 

Children will have the knowledge and skills to be able to:

 

·        Meet National Expectations

·        Calculate efficiently with integers, fractions and decimals

·        Measure accurately

·        Interpret statistics effectively

·        Recognise shapes and their properties

·        Reason mathematically

·        Solve problems related to all of the above

·        Explain and represent their thinking clearly

·        Understand and use maths to enhance their learning across the whole / wider Curriculum

·        Learn from mistakes and persevere when they meet challenges

 

Inspire Creativity & Adventure: 

 Children will:

·        Recognise that mathematics is a creative and highly interconnected discipline that has been developed over centuries

·        Understand that maths is essential to everyday life and use it to understand the world around them

·        Develop a sense of enjoyment and curiosity around maths

 

Inspire Kindness: 

 Children will:

·        Believe in their potential as mathematicians

·        Recognise the benefits of learning from mistakes

·        Collaborate with peers

·        Show respect for other's ideas and thinking

 

Long Term Overview: Mixed age Maths

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