Maths Curriculum

Intent

The National Curriculum for maths aims to ensure that all pupils: Become fluent in the fundamentals of mathematics; are able to reason mathematically; can solve problems by applying their mathematics

At Crook Primary School it is our intention that all pupils learn maths to a deep level and strongly believe that all pupils ‘can do’ maths. Mathematics helps us to make sense of our world. It is a powerful universal language used to explain, predict and represent events and tackle everyday problems. We will ensure that pupils have a positive attitude towards maths and ensure that pupils recognise this importance of maths in the wider world by taking into account and making connections between the NCETM Five Big ideas.

Lessons are underpinned by a Teaching for Mastery approach; with learning mapped out in blocks to ensure that what is learnt is remembered and built upon. Lessons are carefully planned in progressive small steps enabling all pupils to learn deeply.

Key concepts are taught deeply throughout each block of learning and all pupils become fluent in the fundamental skills required including recalling number facts, making reasoning connections and undertaking mathematical problem solving. Essential to this deep understanding, is the explicit teaching of mathematical vocabulary, which is modeled by adults and then used by pupils to verbalise their understanding.

Implementation

At Crook Primary we follow the ‘White Rose Maths’ programme. Mathematics is taught daily across the school. Within a typical lesson pupils will complete 5 minutes of  daily retrieval practice before developing fluency in a small step objective and applying strategies within reasoning and problem solving. Each week a discrete arithmetic session is also taught to focus on specific arithmetic skills.

The arithmetic session allows pupils to practice recently learned number skills as well as revisit previous objectives. Time is given to allow for mathematical discussion and links are made clear. Number fact and times table recall is mapped across the school to provide the opportunity for practice, so that by the end of KS1 number bond recall is automatic and by the end of Year 4 all pupils can recall their times tables.

The mathematics lesson begins with a ‘Ping-Pong’ session where new learning occurs and pupils are exposed to new vocabulary and mathematical structures through the use of a CPA (concrete, pictorial, abstract) approach. Pupils will often record on their ‘jotting’ page during this time to practice the key learning for the lesson. Jottings pages allow for pupils to practice the skills they will be using in the lesson and allow the teacher to identify any misconceptions prior to independent learning. Children will be exposed to the representations that they will see throughout the independent learning, typically through 3 questions, varying in approach; pictorial, abstract, reasoning or problem solving. The independent session allows pupils to apply their new mathematical learning to carefully chosen questions, which incorporate variation theory, reasoning and problem solving. Time is given at the end of the independent session for pupils to self-assess and self-mark their learning. Rich mathematical talk occurs during the marking of the work.

The CPA approach factors in the use of concrete resources. Concrete is the ‘doing’ stage, bringing concepts to life by allowing pupils to experience and handle physical objects themselves. This promotes a deep understanding of what they are doing. Pictorial is the ‘seeing’ stage, using representations of the objects to model problems. Pupils make a mental connection between the physical object and abstract levels of understanding by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem. Sometimes we can start straight with pictorial with the option of going back to concrete if required or progressing straight to abstract. Abstract is the ‘symbolic’ stage, where pupils are able to use abstract symbols. It is fundamental to enhance pupils' conceptual understanding through seeing the abstract alongside. As we move on to fluency, reasoning and problem solving, it is important that at ANY time our pupils can come back to pictorial and concrete resources to support them. We are promoting independent, confident learners.

Impact

Pupils will become confident and independent mathematicians who can make sense of the world around them, recognising that maths is an essential part of everyone’s daily life, critical to science, technology, finance and engineering. Pupils will be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They will have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including unfamiliar contexts and real-life scenarios. Pupils will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

To assess pupil’s progress in maths we:

• Carry out summative assessments at the end of each term, using standardised tests.
• Formatively assess pupils throughout the term using end of unit tests and arithmetic tests to identify if pupils are on track to meet age related expectations. Arithmetic tests are carried out every other week and scores are collated on a tracker which identifies which pupils are on track and which pupils need further intervention.
• Carry out discussions with pupils about their learning and enjoyment of their lessons (pupil voice).
• Whole school pupil appraisal and celebration of their own and other’s work through whole school displays and maths star of the week awards.
• Moderate within staff meetings allowing pupil’s books to be scrutinised in order to encourage meaningful and reflective dialogue between teaching staff, ensuring progression of skills, themes and knowledge

At the end of each year, pupils will be assessed against age related expectations associated with the learner behaviours of an expected pupil within maths.

Additional Information