Mathematics
Subject Vision Statement – Mathematics
Content Rationale
· All children should leave school confident in number facts and with numerical fluency.
· In order to achieve this, the study of mathematics in primary school should be about exploring and investigating rather than just rote learning of concepts and methods.
· The learning of mathematics is supported through the use of a concrete, pictorial and abstract approach. This approach allows children to build and develop their understanding of mathematical concepts, strengthening and deepening their understanding and thus, internalising this knowledge for future use.
· In order to provide a holistic mathematical education to our children, we need to ensure the content we provide allows the children to make connections. We will do this by providing children with an awareness of/and time to practise a range of methods to achieve a solution.
· Logical and critical thinking skills are essential tools for a child to be able to reason. Without the development of these skills, children will struggle to solve problems in different contexts.
· PRA weeks have been added to the school’s overview of mathematics to enable deeper development of these skills; however, PRA is additionally utilised (on a weekly/topic period basis) through mastery questions and activities.
· PRA allows for children to develop their oracy skills within mathematics and across the wider curriculum. Children will, through the content of our curriculum, develop proficiency in verbalising their thinking and justifying their reasoning to others.
· A wide range of content providers of mathematical schemes are able to be used by staff, rather than focussing in on one scheme. E.g. White Rose Maths/Third Space Learning/Hamilton Trust/Maths No Problem/Abacus/Mathematics Mastery etc. This allows the classroom practitioner full autonomy on choosing appropriate content and challenge for their cohort.
Structure Rationale
· The structure of the maths curriculum is dictated by the expectations of the NC objectives for each year group and covers the topics: Number, Measurement, Geometry and Statistics; and additional units in Y6: Ratio and Proportion and Algebra.
· The structure is regulated by the NC requirements; however, it is intended that it will balance the practising of skills with the key skills of critical thinking and inquiry.
· It is structured on the development of mastery with periodic periods of retrieval practice – a spiral approach. Strategically spaced learning is important for building robustness in retrieval and the ability to apply their prior learning and understanding to new concepts.
· The structure provides for a mixture of fluency and mastery activities with PRA, the core of the curriculum structure, embedded throughout every year group.
· An overview of content to cover is available to all staff. However, the needs of the class are paramount to the delivery of the maths curriculum at SHAPE and as such, the structure is flexible and adaptable to suit the needs of the class.
Pedagogical Approaches
· Developing a problem-solving culture in every classroom. Being stuck is a positive thing and should be praised. Mistakes grow your brain (Jo Boaler, 2017) and struggle should be actively encouraged.
· A CPA approach should be used throughout the school and children should be actively and independently choosing to use these approaches to support their own understanding.
· Learning through play/exploration – core in FS/KS1, equally as important in KS2.
· A mixture of collaborative group and independent work.
· Frequent problem-solving tasks which challenge thinking. Allow children to reach a dead end/learn from their mistakes.
· Questions. Missing number questions/Wrong calculations – identify the errors
· Questions to stimulate thinking.
· Journaling/Explaining their thinking through written word or diagrams.
· All students tackle the same problems – raise the bar for all.
· Observe, modify and re-evaluate. Be flexible and adaptive.
· Offer choice in how to show understanding.
Below you can find the Curriculum Overview for this topic.
