- 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.
- Be able to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Be able to 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.
FLUENCY – REASONING – PROBLEM SOLVING
These three key aims of the National Curriculum should be addressed in each sequence of learning.
We aim to provide all children with a broad and balanced curriculum where they will flourish.
Pupils are taught in line with national requirements, and the teachers endeavour to enrich the children’s learning with purposeful and creative learning experiences so that all pupils are fully equipped to be active and positive local, British and Global citizens, as well as prepared for the next phase of their lives.
In Mathematics, we want all children to leave school at age related expectations. We value a maths curriculum that is creative and engaging and allows children to be independent thinkers who relish a challenge and are willing to take risks. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We want children to develop the necessary skills to be deep thinkers. We want our children to acquire the maths skills that can be recalled quickly and transferred to new learning and in different contexts. Maths is the foundation for understanding the world and we want our children to be ready for life outside school and be able to apply their knowledge in their everyday lives. We know that children start our school lower than the national average.
At St James’ Lanehead we are part of the Maths Hub and we use a Mastery approach for teaching.
The Maths subject leader works with other teachers at our school as part of the Maths Hub.
As a school we use a mastery approach and teachers use White Rose Hub and NCETM planning resources in order to ensure that our children have full coverage of the Maths National Curriculum.
Teachers use the White Rose Hub planning scheme which supports the mastery in maths approach to maths.
This is also a very useful resource to support our families in relation to the National lockdowns. All children are planned for within the maths lessons ensuring that the teacher offers the necessary support and challenge for each individual to make progress. We ensure that maths is taught in creative and engaging lessons using a wide array of maths manipulatives to aid and support our children in their learning. Maths is widely promoted across the school and our classrooms have working walls that the children can utilise to support their learning and provide extra challenge.
Maths is taught in year groups with some mixed year groups on a daily basis. It was our original intention to teach maths in year groups however this has not been possible due to the bubble system we have had to create as result of the pandemic.
Teaching methods include discussions between teacher and pupil, discussions between pupils, practical work, group activities, individual work, practice of basic skills and routines and investigative work. Each lesson begins with a recap of previous learning; this is followed by the main teaching input and pupil activities. The main teaching points are consolidated in a plenary session in which pupils are given time to review, reflect, discuss and evaluate their work and learning. To help build fluency, ten minutes mental maths takes place daily in each year group
Our teaching for mastery is underpinned by the NCETM’s Big Ideas.
- Opportunities for Mathematical Thinking allow children to make chains of reasoning connected with the other areas of their
- A focus on Representation and Structure ensures concepts are explored using concrete, pictorial and abstract representations, the children actively look for patterns and generalise whilst problem solving.
- Coherence is achieved through the planning of small, connected steps to link every question and lesson within a
- Teachers use both procedural and conceptual Variation within their lessons and there remains an emphasis on
Year 1 – Count in multiples of 2, 5 and 10. Recall and use all doubles to 10 and corresponding halves.
Year 2 – Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.
Year 3 – Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
Year 4 – Recall and use multiplication and division facts for multiplication tables up to 12 x 12.
Year 5 – Revision of all times tables and division facts up to 12 x 12.
Year 6 – Revision of all times tables and division facts up to 12 x 12.