Maths Curriculum Statement
‘Mathematics is a creative and highly interconnected discipline developed over centuries providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering and necessary for financial literacy and most forms of employment. A high-quality mathematical education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the power and beauty of mathematics, and a sense of enjoyment and curiosity about the subject.’ (DfE 2013)
|As can be seen from the above introduction, mathematics pervades all aspects of our lives and helps us make sense of our world. With this in mind, we intend to promote a wide understanding of mathematics and hope to instil enjoyment in the subject by supporting children to engage with it, build upon their understanding and promote further learning.|
|At Fairhaven Primary, maths is taught for a minimum of one hour per day. It is timetabled at the same time each day to create structure and routine. We use the White Rose Maths Schemes of learning designed to support a mastery approach to teaching and learning. The schemes cover all the required statutory content and are in line with the aims and objectives of the National Curriculum (2014). The White Rose Maths curriculum focuses on pupils developing the skills of fluency in the fundamentals of mathematics, and being able to reason and solve problems. Within lessons, teachers follow the I do, We do, You do approach. This approach allows teachers to plan low threshold / high ceiling activities and means that everyone can start at the same point with built-in extensions to stretch the thinking for all pupils. As a school, we follow a growth mindset approach and believe all pupils can achieve in maths. |
Teaching for Mastery
Teaching maths for mastery offers all pupils access to the full maths curriculum. This inclusive approach has an emphasis on promoting multiple methods of solving a problem and building self-confidence and resilience in pupils. Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. The fundamental characteristics that underpin teaching for mastery at Fairhaven Primary are referred to as the five big ideas; representation and structure, mathematical thinking, variation, fluency and coherence.
Our maths curriculum supports the visualisation of concepts and pays close attention to the structures of maths and how best to represent them. Pupils are encouraged to use a range of concrete objects and manipulatives with pictorial resources to support them in understanding the structure of maths so that they can move towards abstract understanding.
Maths in EYFS
Mathematics within the EYFS is developed through purposeful, play-based experiences and will be represented throughout the indoor and outdoor provision. Mathematical understanding can be developed through stories, songs, games, imaginative play, child-initiated learning and structured teaching. As pupils progress, they will be encouraged to record their mathematical thinking more formally. Within Sycamore Classroom, there is a maths area with a selection of resources focusing on Number and Shape, Space and Measure. These are used daily within our continuous provision and planned adult-led activities.
Maths in Key Stage 1
The principal focus of mathematics teaching in Key Stage 1 is to ensure pupils develop confidence and mental fluency. The essential idea behind the mastery approach is that all children have a deep understanding so that future learning continues to build on solid foundations. If the subject is represented using concrete materials, pictorial representations and abstract symbols, it will allow children to visualise maths in varied ways, see connections and independently explore and investigate a topic. Practical activities and resources offer the children a deeper mathematical understanding of more complex concepts. Throughout Key Stage 1, children must gain a secure knowledge of numbers and place value. They also need to become confident when using the four operations in both formal methods as well as problem-solving where often the approach is not immediately evident. Alongside number work, pupils begin to identify fractions using shapes, objects and quantities and make connections to equal sharing and grouping. Within Key Stage 1, pupils will also develop their ability to recognise, describe, draw, compare and sort different shapes. Pupils have the opportunity to use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. Pupils should read and spell mathematical vocabulary at an age-appropriate level.
Maths at Lower Key Stage 2
The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including simple fractions and decimal place values. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measurements and numbers. By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12-multiplication table and show precision and fluency in their work.
Maths at Upper Key Stage 2
The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratios. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and they learn the vocabulary they need to describe them. By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Alongside the above objectives runs a desire to implement key reasoning and problem-solving skills within lessons and throughout the wider life of the school. Other subjects may have strong links to some maths topics allowing cross-curricular teaching. For example, shapes through art or computing, measures through science or coordinates in geography. This is to ensure we continually maximise learning opportunities for all pupils across an entire curriculum.
Support for All
Where children make less than expected progress appropriate support is put in place to help support the child. No child will be denied a full curriculum and concepts will be revisited throughout the year during challenge times or intervention times to help with long-term understanding. The school uses Numicon interventions in Key Stage 1 and 2 to support this.
Key Instant Recall Facts
Key Instant Recall Facts in Mathematics are known as KIRFS. KIRFs are designed to support maths skills that underpin much of the maths work in our school. They are a way of helping children learn by heart key facts and information they need to have instant recall of. They are particularly useful when calculating, adding, subtracting, multiplying, or dividing. They contain number facts such as number bonds and times tables that need constant practice and rehearsal so children can recall them quickly and accurately. Each half term, the children will focus on a particular KIRF and be encouraged to practise these at home – little and often is best.
Parents are a vital link in their child’s education, and it is, therefore, crucial that parents are well informed of the methods taught in school to allow them to support their children most appropriately. As a school, we proactively offer support and advice throughout the academic year. Below are the ways in which we support parents/carers within mathematics:
-Sharing our school’s calculations policy to give clear guidance on the methods children use in school.
-During the academic year, parents are offered an opportunity to attend maths workshops to explore how maths is taught.
-The class KIRFS for the half term are shared with parents/carers.
-Weekly maths homework activities are sent home so parents can engage in their child’s maths learning.
-Children can complete TimesTables Rock Stars at home.
Times Tables Rock Stars
Pupils from Year 2 onwards pupils have an individual login to Timetables Rockstars. This maths learning platform helps children practise their times tables. The question-based games automatically adapt to each child’s unique learning needs, helping them recall their times tables at record speed.
|By the time pupils leave Fairhaven Primary in Year 6, they should be able to solve mathematical problems fluently and effortlessly for them to manage the general demands of the curriculum in Year 7.|
Please click and scroll to view the whole documentMaths-Curriculum-Map.pptx