Maths

Maths Curriculum Statement
 
Introduction

Maths is essential to everyday life as are the skills of reasoning and problem solving.

A high-quality mathematics education should therefore provide a foundation for understanding the world, the ability to reason, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. (National Curriculum 2014)

Intent

At Heytesbury School, our intent for maths, is to develop fluency, build conceptual understanding and embed reasoning. Through the use of our mastery approach, we aim to create successful, enthusiastic, articulate and resilient learners:

  •          whose learning of mathematical concepts grows from a ‘concrete, pictorial, abstract’ experience;
  •          whose learning is embedded in context so understanding is revised, consolidated and made                 relevant;
  •          who have regular opportunities to learn  fluency through meaningful practice;
  •          who can apply, reason and problem solve using mathematical understanding.

 National Curriculum: Statutory Guidance

 We follow the National Curriculum 2014 programme of study and Early Years curriculum.

 EYFS : new framework

 Number

 Children at the expected level of development will:

  •   Have a deep understanding of number to 10, including the composition of each number; 14 –
  •   Subitise (recognise quantities without counting) up to 5; -
  •   Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

 Numerical Patterns

 Children at the expected level of development will: 

  •   Verbally count beyond 20,
  •   Recognise the pattern of the counting system
  •   Compare quantities up to 10 in different contexts,
  •   Recognise 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.

 KS1

  •   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].
  •   Pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary.
  •   Pupils should be familiar with using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
  •   Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

Lower KS1

  •   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.
  •   Pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value.
  •   Pupils should draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.
  •   Pupils should 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 KS2

  •   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.
  •   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.
  •   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

In September 2020, we introduced the Rising Stars scheme of work which is now used in from EYFS to Y4.  This scheme of work is focussed on a mastery approach which aims to enable children to reason, manipulate and articulate their mathematical knowledge and understanding.  Y5 to Y6 followed a carefully mapped out scheme of work covering all relevant national curriculum objectives, making use of supporting materials, such as White Rose Maths, in addition to planned questioning for mastery. 

Mathematics lessons are taught on a daily basis. Opportunities for pre-teaching, catch ups and interventions occur throughout the week. Pre and post school booster clubs, to which the children are individually invited, are in place. Quick recall of number bonds and practice of times tables takes place through, for example, Maths Wizards, Mad Minutes and on line activities e.g, Hit the Button. Maths passports target individual progress and practice of number.

Prior learning assessment takes place before a unit is taught and is used to inform planning. Formative assessments occur during lessons. We continuously monitor pupils’ progress against expected attainment for their age. Summative assessments occur at the end of each teaching unit and more formal summative assessments occur three times each year.  Children revisit previous learning in order to embed, recall and apply mathematical concepts and understanding.

Impact

The impact of our maths curriculum is to ensure children not only acquire the appropriate age related knowledge, but also skills which equip them to progress from their starting points, and within their everyday lives. All children will have:

• a wider variety of skills linked to both mathematical knowledge and understanding.

• a richer vocabulary which will enable to articulate their understanding of taught concepts.

• high aspirations, which will see them through to further study, work and a successful adult life.