At Beckermet CE Primary School we believe that our children deserve a creative and ambitious mathematic curriculum. We see maths as an important part of children’s development through school. We intend on a curriculum which allows children to be engaged and appropriately challenged in within lessons. We intend for our children develop an interest and love of maths; making rich connections across mathematical ideas to develop fluency, mathematical reasoning, and competence in solving increasingly sophisticated problems. We intend that our pupils believe in themselves at mathematicians and develop the power of resilience and perseverance when faced with mathematical challenge. We intend to instil the idea within our children that their mathematical learning is a process where they re-visit and build upon previous learning and that mistakes are an important part of their learning process.
We endeavour to provide an exciting Maths Mastery Curriculum to allows our children to develop these skills.
We want all children to understand how Mathematics can be applied to everyday life and to apply their mathematical knowledge to other subjects.
We intend to deliver lessons which are appropriate to children’s abilities and prior learning to help ensure children are challenged and encouraged to excel in Maths.
In school, we follow the national curriculum and use White Rose Schemes of work to support teachers with their planning and assessment. The calculation policy is used within school to ensure a consistent approach to teaching mathematical methods over time. This calculation policy is available to parents through our school website and discussed within an annual parental maths information evening. This evening is designed to demonstrate the progressive nature of our Maths curriculum from EYFS to Year 6. This evening is designed to equip parents with a subject knowledge of our mastery approach to support with home learning/homework.
Lessons and skills taught are progressive in that they build upon children’s previous learning. Teachers may vary the pace of a unit to address any misconceptions or target areas of children’s learning; ensuring learning is at children’s pace and need. Lessons begin with a short assessment to support retrieval practice and develop long-term memory of previously taught maths through re-visiting/revising. Lessons incorporate clear modelling including a concrete, pictorial and abstract approach as appropriate. Lessons provide children to develop their mathematical fluency and problem solving and reasoning skills to develop mathematical thinking. Ability appropriate lesson objectives are shared with the children.
Assessment informs the teaching and learning sequence. Feedback is given on children’s learning in line with our feedback policy. Formative assessment within lessons helps teachers to identify the children who need more support to achieve the intended outcome or who are ready for greater challenge though planned questioning or additional/alternative activities. To support teacher’s summative judgements, short assessments (White Rose Maths) are taken at the end of each unit and end of term assessments are undertaken by the children. This helps teachers (and pupils) to identify individual and class misconceptions/ areas which require more work or revisiting.
Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary to access the curriculum. Children working at greater depth are given opportunities to apply their skills at a more challenging and deeper level.
Each class has a well maintained maths working wall used to display key learning, vocabulary and worked examples, children’s work where appropriate.
Children’s times table and inverse knowledge is supported through regular use of times table rockstars and times table challenges.
Maths homework is given on a fortnightly basis and is designed to complement learning that has been taught in class or as a way to revisit/revise previous learning.
We determine the impact of our maths curriculum based on the following:
Children have an enjoyment and love of maths with confidence in believing they will achieve. Children take pride in their work and are confident in their acquisition, practise, application and deepening of their mathematical learning. The flexibility and fluidity to move between different contexts and representations of maths. Whether children can apply their learning from one area of maths to contribute towards the development of another area of maths. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using mathematical language to explain their thought processes, ideas and can independently apply the concept to a new or unfamiliar problem. Children think like a mathematician, working methodically and can recognise and select appropriate methods in their learning, recognising when to select and draw upon a range of additional resources (such as selecting concrete resources) to effectively aid their learning. Children demonstrate a quick recall of facts and procedures, including the recollection of number bonds and times tables/inverse operations.
The progress which children (including children with additional needs) make and the proportions of children who make expected or above expected age related expectations.
Maths work and children’s books which reflect a progressive development of skills and new learning. Children’s work which demonstrates children show pride in the presentation and understanding of the work. Children who can talk confidently about maths and their learning. Children who are engaged and challenged.
Teachers who are knowledgeable about their class’ mathematical progress and areas for development.
Click this link to view the National Curriculum programs of study for Primary Mathematics.
Click this link for the Early Years framework.