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Maths Curriculum Statement

Intent

At Healey JIN School we firmly believe that our school curriculum should provide our pupils with the opportunities to develop the attitudes, skills and essential knowledge needed to enable them to grow up in this community and become responsible adults who can make a positive contribution to the modern, multicultural world. The teaching of Maths equips our children with the tools to be fluent, solve problems and have the ability to reason logically.

The National Curriculum order for Mathematics describes what must be taught in each key stage. As a school we follow the Mathematical Programme of study 2014 as it ensures continuity and progression in the Teaching of Maths.

Our pupils should

  • have a sense of the size of a number and where it fits into the number system 
  • know by heart multiplication and division facts up to 12 x 12 by the end of Year 4. 
  • know by heart number facts such as number bonds, doubles and halves
  • use what they know by heart to figure out numbers mentally 
  • calculate accurately and efficiently, both mentally and written, drawing on a range of calculation strategies 
  • make sense of number problems, including real life problems, and recognise the operations needed to solve them
  • discuss and explain their methods and reasoning using correct mathematical terms
  • judge whether their answers are reasonable and have strategies for checking them where necessary 
  • suggest suitable units for measuring and make sensible estimates of measurements 
  • explain and make predictions from the numbers in graphs, diagrams, charts and tables in appropriate curriculum areas
  • develop spatial awareness and an understanding of the properties of 2D and 3D shapes

Implementation

At Healey JIN School starting in September 2021, we follow the Dept of Education's recommended textbooks, MathNoProblem as a whole school (Y1 - Y6) scheme of work. This is a Mastery approach to the teaching and learning of Maths. Pupils are exposed to fluency through the concrete, pictorial and abstract approach so that pupils understand maths concepts fully. Pupils are exposed to a wide range of models, visual manipulatives and practical resources to develop and deepen conceptual understanding alongside procedural fluency. This in turn, builds the foundation for enabling pupils to understand and apply skills taught in problem solving and reasoning contexts. Our aim is to develop pupils’ deeper understanding, confidence and competence in Maths.

Provision

  • Whole class move through content at the same pace
  • Time for pupils to think deeply about Maths
  • Builds self confidence in learners so they can "succeed, believe & achieve."
  • Differentiates through depth rather than acceleration

Assessment

Assessment is regarded as an integral part of teaching and learning and is a continuous process being monitored by the I Track Application. It is the responsibility of the class teacher to assess all pupils in their class. In our school we are continually assessing our pupils and recording their progress. We see assessment for and of learning as an integral part of the teaching process and strive to make our assessment purposeful, allowing us to match the correct level of work to the needs of the pupils, thus benefiting the pupils and ensuring progress. Information for assessment will be gathered in various ways: by talking to the children, observing them, marking their learning, etc. Teachers will use these assessments to plan further lessons. Ongoing assessment relating to the I Track Application statements for each pupil shall be recorded electronically. The children will be formally assessed twice a year to record progress and this progress will be assessed during Pupil Progress Meetings and Inclusion Reviews.

 

 

Impact

At Healey JIN School we recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced. When these skills have been clearly achieved, then the stages of development in written methods are implemented as defined in the school’s calculation policy. We use vocabulary from the relevant year group when planning to help determine the appropriate terminology to use in our teaching. Children are expected to use this terminology in their verbal and written explanations. Mathematics contributes to many subjects and it is important children are given opportunities to apply and use Mathematics across the curriculum and in real contexts when possible. We endeavour at all times to set tasks that have high expectations for all, are challenging, motivating and encourage pupils to talk about what they have been doing as well as responding to written questions to develop their understanding as outlined in the school’s marking policy.

Maths in the Early Years

In the Early Years, we follow the EYFS Statutory Framework (2021) and Development Matters (Non-statutory DfE guidance) to inform our curriculum. Mathematics is classed as a specific area of the curriculum, and children develop knowledge, skills and understanding through the learning strands ‘Number’ and ‘Numerical Patterns’. We aim to develop prerequisite skills for when children transition to KS1, and we implement this using a variety of methods.

We introduce and learn new vocabulary, and provide opportunities to share our ideas through small group, class and one-to-one discussions and activities. Activities are based on practical real-life contexts, and critical thinking is modelled and encouraged. Further opportunities for exploration are then offered through play.

Within their learning in EYFS, children learn how to count, identify, represent and estimate numbers, how to read and write numbers, how to compare and order numbers and develop understanding of place value. Through practical opportunities, they then apply their mathematical skills by learning about new concepts such as addition, subtraction, doubling and halving, and how to solve problems. Where appropriate, we also aim to record, present and interpret data in various ways.

We learn how to describe, measure, compare and solve problems related to children’s knowledge and understanding of size, length, height, weight, capacity and time. In reference to shape, we recognise and discuss different 2D/3D shapes and their properties, and we also compare and classify them. We also learn vocabulary relating to position, direction and movement, and we identify and create our own patterns, using our knowledge of the environment to support us.

Alongside their peers in school, we focus on developing a mastery approach to learning, and this is supported through play and our use of White Rose Maths and NCETM materials. Through the implementation of our curriculum, we equip children with a deep, secure and adaptable understanding of mathematical concepts through use of the CPA (Concrete, Pictorial, Abstract) approach, introduction and explanation of mathematical language and development of a growth mind-set.

 

The Lead teacher for Maths is Mr. Feltham

MathsNoProblem - Further Information

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