Mathematics is a vital tool for everyday life. It is a whole network of concepts and relationships, which provide a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas, while allowing the children to tackle a range of practical tasks and real-life problems.
Using the Programmes of Study from the National Curriculum and White Rose Schemes of Learning as a starting point for the teaching of Mathematics, it is our intent to ensure the children become confident and outward looking learners who also develop:
- a positive attitude towards mathematics and an awareness of the importance of mathematics
- competence and confidence in mathematical knowledge, concepts, and skills
- an ability to solve problems, to reason, to think logically and to work systematically and accurately
- initiative and an ability to work both independently and in cooperation with others
- an ability to communicate mathematics
- an ability to use and apply mathematics across the curriculum and in real life
- an understanding of mathematics through a process of enquiry and experiment
At All Saints we support a mastery approach to teaching and learning. We follow the White Rose Scheme of work, supplementing this with activities from NCTEM, Nrich, Classroom Secrets and a range of other resources. We are also taking part in Mastery of Number in KS1 (part of Abacus NW Maths Hub) and throughout school will have joined a development working group for teaching maths mastery. Our maths overviews have number at their heart, a considerable proportion of time is spent reinforcing number to build competency. Children with an excellent grasp of number make better mathematicians. Spending longer on mastering key maths topics like number will build a child’s confidence and help secure understanding. We also ensure that teaching stays within the required key stage and year group to support the ideal of depth before breadth. Children are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time, ensuring that all can master concepts before moving to the next part of the curriculum sequence, whilst still ensure children are challenged to their full potential. Throughout the sequence of lessons teachers ensure opportunities are provided to build reasoning and problem-solving elements into the curriculum. Teachers build time into part of the day to develop the children fluency in arithmetic. Children are taught to apply arithmetic fluently to problems, understand and use measures, make estimates, and check their work. They are taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.
To introduce new concepts to the children, we understand the need to build competency in the new area. Teachers will ensure the use different approaches to allow the children to achieve their full potential.
This may include:
Concrete – children will have the opportunity to use concrete objects and manipulatives to help them understand what they are doing.
Pictorial – children should be allowed to use pictorial representations. These representations can then be used to help reason and solve problems.
Abstract – both concrete and pictorial representations should support children’s understanding of abstract methods.
Where appropriate, our mathematics curriculum is enhance using our outdoor areas, by allowing the children to develop their understanding of the usefulness of maths in real life situations and through a cross curricular approach. Children are given the opportunity to take part in active maths sessions, these allow children to practically explore mathematical concepts to develop their concrete understanding.
The children are encouraged to discuss their work in mathematics and explain their reasoning and answers. This will allow the children to develop confidence and deepen their understanding.
Teachers continuously apply assessment for learning. If a child fails to grasp a concept or procedure, this is identified quickly, and early intervention ensures they are ready to move forward with the whole class in the next lesson. Marking of children’s work is used to clarify any misunderstandings and bring the children’s learning on.
Teachers assess the children on termly basis to ensure the children are on track to achieve their full potential. This is a combination of both teacher assessment and written assessments. Through staff meetings, speaking to children, moderation of children’s work and lesson observations, standards of teaching and learning across school are regularly monitored. This ensures standards are being met at the end of EYFS, KS1 and KS2 in relation to the mathematics Early Learning Goal and the mathematics National Curriculum programme of study.
Our overall aim is to develop a deep-rooted love of mathematics in which the children will have a secure understanding of the outcomes for their year. They will be confident in articulating their answers and will choose appropriate strategies to help with unfamiliar questions.
In order to allow progression in calculations we follow the White Rose Maths Hub calculation policies, which allow the children to use a range of methods to aid with their developing their understanding. We also use Lancashire KLIPs to identify any gaps in learning and address these.
The children will be given opportunities throughout the year to take place in additional learning linked to maths, including taking part in Active Maths sessions.
Watch this space for pictures and information.
Finch Lane, Wigan, Lancashire WN6 9DT