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Maths

National Curriculum Intent

‘The national curriculum for mathematics intends to ensure that all pupils:

1. 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 rapidly and accurately

2. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

3. Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.’

 

It is our intent at Old Clee Academy to provide pupils with a high-quality education that will teach pupils to become fluent in the fundamentals of mathematics, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. We intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. 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 wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life. It is our intention to ensure that, by the end of their primary education, all pupils become mathematically fluent. Maths across the curriculum is our aim this year, ensuring pupils apply their mathematical skills across the whole curriculum in a variety of contexts.

 

Implementation

At Old Clee Primary Academy, children study mathematics daily covering a broad and balanced mathematical curriculum including elements of number, calculation, geometry, measures and statistics.

Maths No Problem

At Old Clee, we follow a mastery approach to teaching Maths throughout the whole academy.  In Key Stages One and Two we use the Maths — No Problem! Primary Series which has been created using the principles of Singapore Mathematics and is fully aligned to the 2014 English National Curriculum (Fluency, Problem Solving and Reasoning). The Programme provides all the elements that children require to explore mastery maths at age-related expectations.  It is based upon: strong pedagogy of conceptual understanding through the CPA approach (Concrete, Pictorial, and Abstract), principles of collaborative learning, exploration and good teaching/assessment principles. We strongly encourage all children to physically represent mathematical concepts through concrete objects and pictorial representations before they move onto the abstract concept.  Through whole class teaching, all children can achieve age-related expectations and deepen their knowledge and understanding of mathematics. Children with identified learning needs will learn alongside their peers at an age-appropriate level; opportunities to master skills will be specific to the needs of these children. Here at Old Clee, we don’t agree with putting a ceiling on children’s learning or thinking. Children are exposed to a range of journal activities which broaden and deepen their mathematical understanding. In addition, they are given opportunities to describe or explain a concept or mathematical vocabulary. All children are provided opportunities to become a ‘Tiny Teacher’ within a lesson, taking responsibility for their own and other’s learning.

 

Fluent in Five

The ability to calculate in your head is an important part of mathematics. It is also an essential part of coping with society’s demands and managing everyday events. Fluent in Five has been designed to provide regular practice and help children distinguish between when to use a written method and when a mental method would be more efficient. Within these sessions, specific mental strategies are taught and shared alongside using informal jottings in order to help children to calculate accurately and efficiently. When facing a mathematical problem, children are encouraged to, ‘Say What You See’, ‘Use What You Know’, ‘What’s the relationship?’ in order to make mathematical links explicit.

 

Key Instant Recall Facts

Research shows that learning key facts ‘by heart’ enables children to concentrate on the calculation which helps them to develop calculation strategies. Using and applying strategies to work out answers helps children to acquire and so remember more facts. Many children who are not able to recall key facts often treat each calculation as a new one and have to return to first principles to work out the answer again. Once they have a secure knowledge of some key facts, and by selecting problems carefully, you can help children to appreciate that from the answer to one problem, other answers can be generated.

To develop our children’s fluency and mental maths skills, we have implemented KIRFs (Key Instant Recall Facts) throughout school. KIRFS are a way of helping the children to learn by heart, key facts and information which they need to have instant recall of. KIRFs are designed to support the development of mental maths skills that underpin much of the maths work in schools. When children move onto written calculations, knowing these key facts is very beneficial. Regular practice - little and often – helps children to retain these facts and keep their skills sharp. Over their time at primary school, we believe that - if the KIRFs are developed fully - children will be more confident with number work, understand its relevance, and be able to access the curriculum much more easily.

 

Times Tables

Here at Old Clee, we promote the love of learning times tables through using the counting stick and an online platform called, Times Tables Rock Stars. The counting stick is a useful tool to promote confidence and flexibility in children’s counting skills as they begin to assimilate the knowledge and understanding they can bring to their calculation. This causes increased number sense through reasoning allowing them to clarify and test their knowledge and understanding for themselves. The children also have their own counting stick to test their peers.  When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to complete more complex calculations. Times tables are recognised as essential to access many mathematical concepts and knowledge will be assessed at the end of Y4, from September 2019, by a National test. Therefore our children, love Times Table Rock Stars which is challenging programme designed to help pupils master the times tables!

 

Impact

As a result of our Maths teaching at Old Clee you will see:

  • Children talk enthusiastically about their maths lessons and speak about how they love learning about maths.
  • Engaged children who are all challenged.
  • Children demonstrate a quick recall of facts and procedures.
  • The chance to develop the ability to recognise relationships and make connections in maths lessons.
  • Lessons that use a variety of resources to support learning.
  • Children show confidence in believing that they will achieve.
  • They can articulate the context in which maths is being taught and relate this to real life purposes. They know about different ways that maths can be used to support their future potential.
  • Children show a high level of pride in the presentation and understanding of the work
  • Learning that is tracked and monitored to ensue all children make good progress.

 

Throughout each lesson formative assessment takes place and feedback is given to the children through marking and next step tasks (response) to ensure they are meeting the specific learning objective. The teaching of maths is also monitored on a termly basis through book looks, learning walks and lesson observations. Each term children from Year 2 and above complete a summative assessment to help them to develop their testing approach and demonstrate their understanding of the topics covered. Key Stage 1 use a combination of NTS standardised tests and previous SATs papers (Year 2) and Key Stage 2 also use the NTS tests and previous SATs papers (Year 6.) The results from both the formative assessment and summative assessment is then used to determine children’s progress and attainment.

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