“A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.”
At Whitings Hill, mathematics intends to ensure that all children:
Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
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.
Apply mastery skills.
Apply mathematical knowledge across the curriculum e.g. science.
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 children’s understanding and their readiness to progress to the next stage.
Know times table facts by the end of Year 4.
Are challenged through being offered rich mastery and sophisticated problems for children that grasp concepts quickly, rather than any acceleration through new content.
Are challenged through varied and high quality activities with a focus on fluency, reasoning and problem solving. Greater depth children are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings.
Consolidate their understanding from previous years, including through additional practice, before moving on.
Are provided 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.
Use a wide range of mathematical resources to show their workings in a concrete, pictorial and abstract form wherever suitable.
Make sense of the world around them relating the pattern between mathematics and everyday life.
Have a range of opportunities to apply Maths skills and knowledge across the curriculum and in everyday situations e.g. baking, using time tables for buses etc.
Are prepared for a successful working life through theme weeks and also visits from different professions such as Metro Bank and MyBnk.
IMPLEMENTATIONTo help structure and plan our lessons, from early years – Year 6, we use White Rose Maths schemes of learning to ensure firm foundations and sequence to our learning. Alongside the SOL, we use a range of rich resources to enhance our lessons and deepen understanding from websites such as Deepening Understanding, NCETM and NRich. To ensure a consistent approach, there is a calculation policy that is used.
Concrete Pictorial Abstract (CPA)
We implement our approach through high quality teaching delivering appropriately challenging work for all individuals.
To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.
Through our teaching we continuously monitor children’s progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our teaching. Summative assessments are completed twice a year; their results form discussions in termly Pupil Progress Meetings. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.
To supplement our learning here at Whitings Hill, children have access to various learning platforms including Times Table Rock Stars and NumBots. We hold competitions and events linked to these.
Number skills fluency
Our Rocket Maths challenge and fluency progression documents are used to ensure children develop their number fluency.
Times tables play an important part in our maths learning, with children developing their fluency in rapid recall of tables up to 12 x 12 by the end of year 4. While the rapid recall of times tables is being developed, children are also learning how to apply and manipulate their understanding of this to reason and solve problems. Once the children have completed their Rocket maths challenge, they take part in our times table medals system.
Embedding Mathematical knowledge and understanding
Flashback 4 is used daily in Maths lessons to ensure children recap on previous learning. Flashback4 includes 4 questions:
- From the previous lesson
- From earlier within the unit
- Previous unit
- An area of maths taught earlier in the year/from the previous year.
Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.
Evidence in Knowledge
Children know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. Mathematical concepts or skills are 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. Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table
Evidence in Skills
Children use acquired vocabulary in Maths lessons. They have the skills to use methods independently and show resilience when tackling problems. They show flexibility and fluidity to move between different contexts and representations of maths. Children show a high level of pride in the presentation and understanding of the work. They develop the ability to recognise relationships and make connections in maths lessons
At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.
All children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts.