Maths
The Intent, Implementation and Impact of our Curriculum
Intent
At The Smallberry Green Primary School, we believe mathematics is a critical skill for all learners, regardless of starting point. Throughout the school we intend on delivering a curriculum which:
- Allows all learners to access creative and engaging lessons that will give them a range of opportunities to explore mathematics following a mastery curriculum approach.
- Encourages all learners to believe in themselves as mathematicians and develop the power of resilience and perseverance when faced with challenges.
- Recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order to enable learners to become successful in the next stages of their learning.
- Engages all learners and entitles them to the same quality of teaching and learning opportunities to encourage them to achieve their potential.
- Makes rich connections across mathematical ideas and concepts to develop fluency, mathematical reasoning, confidence and competence in basic skills of arithmetic, reasoning and problem solving.
- Provides equal opportunities for learners to apply their mathematical knowledge to other subjects (cross-curricular links).
- Is in line with the expectations in the National Curriculum 2014.
Implementation
Our developing mastery approach to the curriculum is designed to deepen all learners’ knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.
Teaching and Learning, Content and Sequence
- In school, we follow the National Curriculum and we mainly use and adapt White Rose Schemes of Work as a guide to support teachers with their planning and assessment.
- We supplement this with the use of Pixl targeted assessment.
- We are also currently part of a collaboration of schools working through the Maths Mastery readiness programme using support from the NCTEM and MathsHub.
- Our school calculation policy is used to ensure a consistent approach to teaching the four operations over time.
- At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses. Throughout the topic we will endeavour to plan mathematical links and application opportunities as much as possible.
- Mental maths is a key focus of our curriculum to enable learners to further develop their understanding of the use of concrete and pictorial whilst choosing appropriate mental methods and concrete resources to problem solve when appropriate.
- When appropriate, lessons begin with a short assessment and revisit to prior learning to support retrieval practice and develop long-term memory.
- Learners are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using objects, pictures, words, digits and numbers to help learners explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.
- Learners work on the objective at whatever entrance stage they are assessed as being at. Learners can acquire the skill, apply the skill or embed the skill within the lesson or sequence of lessons.
- Learners are encouraged to challenge themselves and be resilient throughout every stage of their learning, communication is key to demonstrate understanding and learners are encouraged to use appropriate terminology in every lesson.
- Reasoning and problem solving are integral to the activities learners are given to develop their mathematical thinking.
- A range of resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.
- Learners are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when reasoning and problem solving.
- A love of maths is encouraged throughout school via links with others subjects, applying an ever-growing range of skills with growing independence.
- Learners with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those learners who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.
Leadership, Assessment and Feedback
- Assessment informs the teaching and learning sequence, and learners work on objectives they are assessed as being at, with fluid boosting available within a ‘keep up rather than catch up’ culture.
- Feedback is given on learners’ learning in line with our feedback policy. Assessment for learning is used within every lesson helping to identify those learners who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities.
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In order to support teacher judgments, learners may be assessed using current and reliable tests in line with the National Curriculum for maths. Gap analysis of any tests that the learners complete is undertaken and fed into future planning.
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Summative assessments are completed at the end of the academic year and reported to parents in the end of year report.
- The maths leader has a clear role and overall responsibility for the progress of all learners in maths throughout school. Working with SLT, key data is analysed and regular feedback is provided, to inform on progress and future actions
Impact
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Learners demonstrate a quick recall of facts and procedures. This includes the recital of times tables ad number bonds where appropriate.
- Learners show confidence and resilience and believe that they will achieve.
- Each learner makes good or better progress from their starting point. The vast majority of learners will achieve this within their individual year group objectives.
- All learners demonstrate the flexibility and fluidity to move between different contexts and representations of maths.
- All learners are aware of the need to recognise relationships and make connections in maths lessons. Mathematical concepts or skills are mastered when a learner 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.
- Learners show a high level of pride in the presentation and understanding of their work.
- Learners can confidently, using appropriate terminology, explain their thoughts and calculations, challenging themselves and each other on methods used and answers reached.