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Mathematics Curriculum

The National Curriculum for Maths aims 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.
  • 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.

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Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of pupils will 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 pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Our Intent:

At Killingholme Primary, we promote a positive attitude to learning (based on our school vision of Partnerships + Potential + Performance = Success), encouraging our students to aspire to achieve their full potential by providing rich, motivational, purposeful and inspiring learning.

At Killingholme, we teach our children how to make sense of the world around them by developing their ability to calculate, reason and solve problems. We want our children to recognise and understand relationships and patterns in numbers in the world around them. We expect Mathematics to be utilised as a tool beyond the daily Mathematics lessons and beyond the classroom.

  • We provide our children with a variety of mathematical opportunities, which will enable them to make the connections needed to enjoy greater depth in learning. We ensure children are confident mathematicians who are not afraid to take risks.
  • We fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
  • We make cross-curricular links with our termly topics, local area and current affairs. Through our Creative Curriculum, the teaching of Mathematics is extended beyond the daily Mathematics lesson. Links are made, where relevant and purposeful, between Topics and Mathematics. This allows children the opportunity to apply Mathematical skills and concepts, as well as enabling children to see that Mathematics is part of everyday life.

Our Implementation:

Planning: Lessons are planned and sequenced so that new knowledge and skills build on what has been taught before. Teachers loosely follow the White Rose Maths Hub materials, Termly Overview and Schemes of work to support their planning. Lessons begin with recapping calculations, a form of counting, practicing recalling number facts and revisiting prior learning relevant ensure that concepts are retained. Staff also refer to the Calculation Policy when teaching formal methods, understanding that sometimes children find their own efficient methods along the way. Each week a Times Tables focus is planned to give children the opportunity to practise and improve their rapid recall skills with facts 12x12. Children enjoy the weekly challenge and strive to improve their time and score each week. All children also have access to their own personal account of ‘Times Tables Rockstar’ where they can compete against other pupils and classes in school.

Teaching: At Killingholme Primary School we employ a variety of teaching styles and opportunities for children to learn and develop their Mathematical skills and competencies, both individually and collaboratively. The main aim of all lessons is to develop children’s knowledge, understanding and skills, applying these to a variety of contexts. One of the key elements in lessons throughout the school should be on developing the children’s mental calculation strategies alongside developing the children’s written calculation strategies as laid out in the Written Calculation Policies for addition, subtraction, multiplication and division. *See Calculation Policy*.

Our pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols. 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.

EYFS:

In Reception, we follow the White Rose Maths Scheme of work which is divided into 3 weekly units. High quality learning environments and meaningful interactions with adults, support children in developing mathematical thinking and discussion. Pupils learn through games and tasks using concrete manipulatives and pictorial structures and representations which are then rehearsed applied and recorded within their own child-led exploration. Children in Reception have daily, ‘Maths Meeting’ to develop fluency, revisit key concepts and address misconceptions. In Nursery, children develop a love of maths through games, songs, rhymes, and play using concrete manipulatives. There is a focus on the following counting principles; one to one correspondence, stable order and cardinal principle. Children’s fine manipulative skills are a focus to develop 1-1 correspondence so children count each object only once.

Our Impact:

  • Children are happy learners, who talk enthusiastically about their learning and eager to further their progress in maths 
  • The impact of ‘mastery’ and the emphasis on accurate use of mathematical language is evident during class/pupil discussions 
  • Children’s fluency in number is evident in our proven track record of high success in arithmetic 
  • More consistent teaching practices that are well-known to be more effective for pupil progress long term, are evident across school
  • Cross-school moderation highlights the high level of challenge for all ability groups, evident throughout topics through reasoning and problem solving activities  
  • Teacher assessment of the depth of learning is also increasingly accurate
  • These factors ensure that we are able to achieve high standards in maths and that students make good or better progress.
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