Our Maths Curriculum
The National Curriculum for Mathematics intends to ensure that all pupils:
- 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 rap[idly and accurately.
- Reason mathematically by following a line of enquiry, conjecturing relationships, developing arguments, justifications or showing proof using mathematical language.
- Can solve problems by applying their mathematics to a variety of problems with increasing sophistication including breaking down problems into a series of simpler steps and preserving in seeking solutions.
Our curriculum ensures that children apply mastery skills. We follow the White Rose Maths Scheme, we use other schemes to extend fluency, reasoning and problem solving. They also apply mathematical skills to Science and other areas of the curriculum.
When teaching Mathematics at St George’s, we intend to provide a curriculum which caters for the needs of the individuals and sets them up with the necessary skills and knowledge for them to be successful in their lives. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. Pupils are required to explore maths in depth using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form whenever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, adaptability and acceptance that it is okay to struggle as this is a step in learning.
This is underpinned by:
- Teachers teach the skills needed to succeed in mathematics providing examples of good practice and having high expectations.
- Creating a vocabulary rich environment, where talk for maths is a key learning tool for all pupils.
- All children have opportunities to identify patterns or connections in their maths.
- Becoming fluent in fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems.
- Pupils develop conceptual understanding and ability to recall and apply knowledge rapidly and accurately.
- Children securely a long term, deep and adaptable understanding of maths which they can apply in different contexts.
Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained.
In order the further develop the children’s fluency, reasoning and problem-solving, we used a range of planning resources including those provided by the NCETM and NRICH to enrich our children’s maths diet.
We implement a Concrete Pictorial Abstract (CPA) approach through high quality teaching, delivering appropriately challenging work for all individuals. We use a range of mathematical resources in our classrooms including a range of mathematical resources including Numicon, Base10 and counters. When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.
In order to advance individual children’s maths skills in school and at home, we utilise Time Tables Rock Stars for multiplication practise, application and consolidation.
Through our teaching of Mathematics, we continuously monitor pupils’ progress against expected attaintment for their age, making formative assessments where appropriate to inform our teaching and planning. Summative assessments are completed at the end of each half term.
Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children can demonstrate a quick recall of facts and procedures which includes the recollection of times tables.
Pupils used acquired vocabulary in Maths lessons. They have the skills to use methods independently and show resilience when tackling problem and have the flexibility and fluidity to move between different contexts and representations of maths.
Children show a high level of understanding and pride of their work.
Teachers plan a range of opportunities to use maths inside and outside the school setting.
For more information about our Maths curriculum, please speak to our Maths Lead - Mrs Rigby