The new maths Curriculum is now statutory for all year groups.
There are many elements to the teaching and learning of Maths; it is not only the ability to calculate (being mathematically fluent) but also the ability to apply these skills to real life scenarios (solve problems and investigate) and also to talk knowledgably about mathematical working (reasoning).
How do we teach Maths at Albrighton?
The teaching of Maths has a high priority throughout Albrighton Primary School. We believe that Maths is a journey and long-term goal as children acquire new skills and knowledge through exploration, clarification, practice and application over time. We acknowledge that particularly early on, children need to be taught number facts and develop fluency in recalling these facts. Our pupils relish the opportunity to apply this knowledge in rich problem solving contexts. At each stage of learning, pupils will be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time. We are dedicated to developing an environment where pupils are able to transfer and apply their maths skills across the wider curriculum, often within real life contexts.
We intend to do this by;
- Ensuring our children have access to a high quality maths curriculum that is both challenging and engaging.
- Providing our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to develop a greater depth in learning.
- Ensuring children are confident mathematicians who are not afraid to take risks.
- Fully develop independent learners with inquisitive minds who have secure mathematical foundations and seek to do their best.
Our mastery approach to the curriculum is designed to develop a rich and deep subject knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.
- In school, we follow the national curriculum and use NCETM materials & White Rose Schemes of Work as a guide to support teachers with their planning and assessment.
- The calculation policy is used within school 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.
- Children are taught through clear modelling.
- Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a CHALLENGE activity.
- Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.
- Children consistently reflect upon and evaluate their learning.
- As fluency in recalling facts is important to us, dedicated time is given each week to the teaching of times tables. Our pupils have a great sense of pride in their Rainbow Club and 99 club achievements.
- Resources underpin learning of the different skills appropriate for each year group.
- Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, when appropriate, individual learning activities are provided to ensure their progress.
Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities. Interventions are planned (in addition to Maths lessons) for those children who are working below expected levels enabling them to make rapid progress. In order to support teacher judgments, children are assessed using PUMA tests in line with the national curriculum for maths on a termly basis. Assessment results will impact on future teaching as well as supporting the identification of children requiring intervention.
Our children enjoy maths and show a high level of pride in their work. They achieve their full potential in maths. and are ready to move on to the next stage of learning, with the necessary age-related knowledge and skills. Children demonstrate a quick recall of facts and procedures, including the recollection of the times table facts. They can show their understanding in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Pupils are resilient learners who have acquired a thirst for knowledge and the confidence to take risks.
Years 1 and 2
We have been exploring different ways and equipment that can help us to do our times tables. This has helped us rocket up our 99 club!
Years 4 and 5
I maths we started by reinforcing our knowledge of decimals by physically moving the digits around when multiplying/dividing by 10, 100 and 1,000. We then applied this to measures by estimating capacity and length of objects in two units of measurement.