Mathematics

Progression Map

The Power of Talk

Curriculum Pathway

National Curriculum

 

Maths Vision and Intent Statement

 

At the Carey Federation, we strive for all our children to have the skills and confidence to solve and reason about real-life mathematical problems flexibly and efficiently. In line with the aims of the National Curriculum, for mathematics we aim to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils 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.

 

 

A learner in maths will:

 

-Adapt their strategy to suit the problem or scenario.

-Use different representations to solve the problem, show their working and prove their thinking.

-Make connections between different areas of mathematics.

-Work both collaboratively and independently.

-Have secure understanding in number and place value.

-Understand, use and apply a range of mathematical vocabulary.

-Explain how they solved different problems and why they used the method they did.

-Recall facts with fluency and understanding.

-Use increasingly formal methods where appropriate.

 

They will also:

 

Be curious in all aspects of life

Enjoy the state of not yet knowing the resolution

Ask their own questions

Spot patterns,  conjecture, generalise, reflect and notice

Trie to disprove ideas

Argue with their own thinking

 

Pupils develop their use of mathematical vocabulary and use this to explain their thinking and reasoning. They are  expected to ask questions to further their own and others learning experiences, making rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Pupils will be able to confidently explain their mathematical understanding through the use of images and precise mathematical language.

 

We want to ensure that our pupils achieve a deep understanding of mathematics. Fundamental to our philosophy about mathematics is the belief that all children can achieve in maths. Pupils will leave the Carey Federation with the ambition for life-long learning within the discipline as well as the skills to access further mathematical concepts when they move on to secondary school and beyond.

 

 

Mathematical Implementation Statement

 

Teaching for Mastery (TfM)

 

In the Carey Federation, we aim to deliver a high quality and engaging curriculum which meets the needs of all our learners. Our implementation is developed through the use of high quality resources and based upon a secure understanding of the curriculum and the subject area.

 

We use the Teaching for Mastery approach and our maths subject leader is the

TfM specialist for Jurassic Maths Hub and Assistant Maths Hub Lead for Small Schools.

 

The principle behind this is:

To give all children access the equitable classrooms; classrooms where they can all participate and be influential, and classrooms where they are encouraged and supported to develop a deep connected and sustained understanding of the mathematics being explored.

 

TfM is underpinned by the ‘5 Big Ideas’: Coherence, Representation and Structure, Mathematical Thinking, Fluency, Variation.

https://www.jurassicmaths.com/

https://www.ncetm.org.uk/teaching-for-mastery/

 

 

Maths planning

 

At the Carey Federation, we follow the White Rose maths planning linked with the NCTEM spine points and materials. White Rose planning is split into ‘Schemes of Learning’ for each topic, which breaks down the National Curriculum into ‘small steps’, with notes/guidance, key questions and examples of fluency, reasoning and problem solving. Each teaching adapts these steps to the needs of the children in their class. Teachers will also use other resources to support their teaching as required.

 

The three main areas of maths are:

 

• Fluency – 3 areas: efficiency (using what you know), accuracy (use of facts, checking) and flexibility (knowledge of more than one approach).
• Reasoning – a route through a problem, solving conflicts on the way- use ‘Because..(Having to explain), ‘Convince me!’, ‘Does that mean…?’, value the process more than the product.
• Problem Solving –find all possibilities, visualising problems, logic, rules & patterns, word problems

 

 

Early Years, Year 1 and 2 are taking part in the ‘Mastering Number Programme’.

 

Additional maths sessions are taught daily and aim to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number.

 

For the children in Reception, Mastering Number is their main maths teaching session. This is taught four times a week and the fifth session focuses on other areas of their maths curriculum. The other areas, such as shape, space and measures is taught through units at the beginning and end of each half term.

 

https://www.ncetm.org.uk/maths-hubs-projects/mastering-number/

 

All our children have access to Numbots and Timetables Rockstars. Early Years, Year One and Year Two primarily use Numbots and Years Two to Six Timetables Rockstars. We encourage our families to use these regularly at home to support number fluency. All children within EYFS and KS1 use DoodleMaths for their home learning, whilst children in Years Two to Six, use Mathletics.

 

 

What you can expect to see in maths lessons:

• Basic Maths skills are taught daily. Focusing on key mathematical skills including place value, the four operations and fractions.
• A range of reasoning resources are used to challenge all children and give them the opportunity to reason with their understanding.
• Regular assessment and immediate interventions to support children in keeping up and catching up where possible.
• Children are taught through mixed age whole class lessons, where appropriate, with challenging problem solving and reasoning opportunities for high attainers.
• Lessons use a Concrete, Pictorial and Abstract approach to guide children through their understanding of mathematical processes.
• Revise and Review consolidation lessons are used to revisit previous learning and ensure maths skills are embedded.
• Where possible, links are made with other subjects across the curriculum.
• Oracy in mathematics is a key area that is being developed so you will see lots of talk going on in the lessons.

 

At the Carey Federation, we support the children in their problem-solving skills using CUBES. This is a strategy which the children use when facing any problem solving task to help them understand what they are required to do and to support them in solving the problem. This is complemented by our work on the ‘Power of Talk’.

Mathematical Impact Statement

 

In the Carey Federation, we believe that, as a result of our curriculum design, you will see children who are resilient, engaged, appropriately challenged and confident to talk about maths and their learning as well as being able to make links between mathematical topics and the wider curriculum. They will also be independent, reflective thinkers who are able to transfer their mathematical knowledge into other areas of the curriculum.

 

We aim to build a culture where there is a deep understanding, confidence and competence in mathematics which will then produce strong, secure learning and progress both across mathematics but also in other areas of the curriculum. In maths, as in all subjects, we are adamant that children who are at risk of underachieving have their needs skillfully and consistently met to protect them from this risk.