Maths
Maths is a very important subject area in life inside and outside the classroom. Our curriculum is based on the new curriculum and a model by the White Rose Maths Hub. We ensure children gain an in depth understanding of maths by teaching fluency, reasoning and problem solving.
We focus on depth rather than acceleration. The old curriculum, measured in terms of levels, encouraged undue pace. Children were accelerated onto more complex concepts before really mastering earlier ones. The new curriculum encourages a study of fewer skills in greater depth – this is what we call mastery.
Based on the new curriculum and a model by the White Rose Maths Hub, we are ensuring children gain an in depth understanding of maths by teaching fluency, reasoning and problem solving.
Fluency allows children to use hands on approaches such as using number beads, multilink or counters to physically show a theory.
Reasoning – This allows children to start explaining their understanding of a mathematical concept. By ensuring all children can verbalise their understanding, it helps them to build a secure understanding of a concept rather than having a superficial understanding that may later turn into a misconception.
Placing mathematical concepts in different contexts allows children to apply their knowledge and understanding, showing a greater depth of learning.
“A high-quality mathematics education 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
At St Lawrence Primary our intent is:
At St Lawrence Primary School, we ensure that our children receive a full and enriched curriculum that is tailored to meet their needs. As a staff we have given careful consideration to our children; offering additional experiences and activities which complement their current opportunities and statutory rights. We use concrete, pictorial and abstract to consolidate concepts.
The 2014 National Curriculum for Maths aims to ensure that all children:
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Become fluent in the fundamentals of Mathematics
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Are able to reason mathematically
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Can solve problems by applying their Mathematics
At St Lawrence, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. At St Lawrence we foster positive can do attitudes and we promote the fact that ‘We can all do maths!’ We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through manageable steps. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.
We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems. At our school, the children will spend time becoming true masters of content, applying and being creative with new knowledge in multiple ways.
We aim for all pupils to:
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become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
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be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
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reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
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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:
At St Lawrence, Children study mathematics daily covering a broad and balanced mathematical curriculum including elements of number, calculation, geometry, measures and statistics. To ensure continuity and progression White Rose Maths is used throughout the school. We focus not only on the mathematical methods but also focus on mathematical vocabulary and to use Maths Mastery to broaden and deepen mathematical understanding.
We aim for each child to be confident in each yearly objective and develop their ability to use this knowledge to develop a greater depth understanding to solve varied fluency problems as well as problem solving and reasoning questions. Children in Year 2 to Year 6 complete their homework activities using the online homework resource Mathletics, which aims to build pupil engagement and consolidate maths knowledge.
From the 2019/20 academic year onwards, schools in England will be required to administer an online multiplication tables check (MTC) to year 4 pupils. The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided. To support the children with their multiplication practice we use ‘Times Table Rockstars’ as an online and fun learning platform.
Staff use Target Tracker to make sure there is clear progression for all, that gaps are filled and that we have high expectations for children’s achievements in maths.
EYFS
In Early Years, Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.
Pupils are taught to-
Number
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count reliably with numbers from 1 to 20
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place them in order and say which number is one more or one less than a given number
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add and subtract two single-digit numbers and count on or back to find the answer using quantities and objects
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solve problems, including doubling, halving and sharing
Shape, space and measure
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use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems
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recognise, create and describe patterns
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explore characteristics of everyday objects and shapes
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use mathematical language to describe them.
Key Stage 1
The National Curriculum (2014) states that:
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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].
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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.
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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.
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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 National Curriculum (2014) states that:
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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.
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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.
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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.
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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 National Curriculum (2014) states that:
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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.
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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.
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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.
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Pupils should read, spell and pronounce mathematical vocabulary correctly.
Impact:
Throughout each lesson formative assessment takes place and feedback is given to the children to ensure they are meeting the specific learning objective. Teacher’s then use this assessment to influence their planning and ensure they are providing a mathematics curriculum that will allow each child to progress. Each term children complete a summative assessment (NFER) to help them to develop their testing approach and demonstrate their understanding of the topics covered. The results from both the formative assessment and summative assessment is then used to determine children’s progress and attainment.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
By the end of KS2 we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
They should have the skills 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. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.