Scunthorpe Church of England Primary School

Intent:

Why do we teach this? Why do we teach it in that way?

At Scunthorpe C of E maths is considered to be a journey, achieved through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.

  We intend to do this by:

· Ensuring our children have a high quality maths curriculum that is both challenging and enjoyable delivered to the whole class. Misconceptions and potential barriers are speedily identified and addressed and where necessary interventions happen the same day.

Opportunities for the application of maths are clearly planned for in fortnightly maths /geography or history or science lessons.

.Providing our children with a variety of mathematical opportunities, which will enable them to make the connections in learning, needed to enjoy 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 an interest in self-improvement

We aim for all pupils to:

• Become fluent in the fundamentals of mathematics so that they develop a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

  Implementation:

   What do we teach? What does this look like?

  Our whole curriculum is shaped by our school vision which aims to enable all children to flourish and reach their fullest potential. We teach the National Curriculum supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built upon year by year and sequenced appropriately to maximise learning for all children.

  Planning

  1. Long term: National Curriculum

  2. Medium term: Yearly overview, up-dated annually in response to data and in house monitoring of teaching & learning. (Follows White Rose Sequence of learning to ensure progression and support subject knowledge)

  3. Short term: - lessons planned directly onto teaching resource; Daily lessons include clear lesson intentions, counting/tables recall, ‘Flash Back 4’ (to aid recall and retention) teaching and practicing using the Concrete, Pictorial and abstract approach, ‘talk it’ opportunities (true/false, spot the mistake, APE)

  Concrete, pictorial, abstract

  Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience, reinforce vocabulary and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.

• Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

  Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

  Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

   

• Short term planning is supported by the use of the White Rose Maths Hub materials (small steps), our policy and school calculation policy. Other resources such as Primary stars, Classroom secrets, Target Maths, Master the curriculum and NRich are also used to support planning and keep work load manageable.

• In the EYFS we relate the mathematical aspects of the children’s work the Development Matters and the ELG’s and set out in the EYFS profile document. Mathematical development involves providing children with the opportunity to develop and improve their skills and knowledge through planned and purposeful play and with a mix of adult led and child initiated activities.

• Be able to solve problems and reason mathematically by applying what they know.

  Assessment –

• Summative/reported - PUMA /SATs/Times Tables
• Summative/ diagnostic (where necessary) – White Rose(mini assessments)Test Base, Cold assessment jotters, TAF statement evidence (KS1)
•  Formative / ongoing – * See Marking, Assessment & Feedback policy
• Prior & Post learning – informs future planning, demonstrates progress in books, celebrates effort and achievement.
• Moderation:

• 1. In-house

  2. Cross-school/Local Authority (year 2/6)

  All of the above will be monitored and discussed during pupil progress meeting and staff performance development.

  Impact:

   What will this look like?

  By the time our children leave our school they will:

• Have quick recall of facts and procedures
• The flexibility and fluidity to move between different contexts and representations of mathematics.
• The ability to recognise relationships and make connections in mathematics

• A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

  These will be assessed through: assessment, tracking, pupil progress meetings, performance management, moderation and standardisation.

  By the end of KS2 we aim for children to be fluent in the fundamentals of maths with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; they should have the ability to solve problems and reason in a range of familiar and unfamiliar contexts.