Maths
Vision for Maths (Intent)
At St George’s we intend for all students to become confident problem solvers in all areas of the mathematics curriculum. Our school intends to provide 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 the future. Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. New mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to experience hands-on learning when
Long Term Plan
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Key Vocabulary
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National Curriculum Aims
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.
How is Maths taught and what does it look like at St. George’s? (Implementation)
What will my child leave St. George’s knowing, understanding and appreciating in Maths? (Impact)
Our Maths curriculum provides breadth and balance, is relevant and engaging and is adapted when needed to match the needs and abilities of all our children to ensure that all pupils are able to succeed. From Reception to Year 6, we adhere to our calculation policy which outlines the progression of strategies and methods to be taught. Children follow the scheme of ‘White Rose Maths’ which supports children in learning the fundamentals behind the meanings of numbers and exploring other key mathematical areas. White Rose use ‘small steps’ to break down the teaching sequence into small achievable steps. Where children require additional support, ‘scaffolds’ are used to support children further to ensure that they have secured the small step before moving on. These ‘scaffolds’ may be in the form of returning to concrete resources or pictorial representations. Within daily teaching, children will be reminded/taught stem sentences linked to previous/current learning which will constantly be referred to within the lesson. They will have many opportunities to apply these stem sentences; modelling will support children in developing their ability to reason and explain their answers using them. Times tables play an important part in our maths learning. Children have access to Times Tables Rockstars which allows the children to practice and refine skills to improve speed and fluency with tables facts.
Assessment
Daily assessment is incorporated throughout the lesson through live and verbal feedback. Time at the start of the session is used by the teacher to target gaps and misconceptions that arose in previous sessions. Termly assessments are used as a diagnostic tool to ensure that teachers are adapting learning to meet the needs of all children and ensure that any necessary interventions are targeted specifically to meet the needs of children.
Concrete Pictorial Abstract (CPA)
We have a range of mathematical resources in classrooms including, Base10, tens frames 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. We also use real life contexts so children can understand the purpose for learning the maths concepts. Children are encouraged to use manipulatives across all year groups, all abilities. They are exposed to visual representations of different kinds that helps them to make connections between the practical and the abstract.
Children are enthusiastic about maths teaching and recognise the progress that they make. Children can talk confidently about the methods that they use to solve problems and use sentence stems to structure answers. The children have confidence and resilience in maths sessions which supports them to become life-long learners. The multiplication check in year 4 has demonstrated a high percentage of children achieving full marks, this has allowed the children to be confident in fluency facts which has had a positive impact on speed of recall in the future teaching.
Maths Pupil Voice – What do our children think of Maths at St. George’s? (Impact)
“I like the workbook it is exciting. I like that I can work on my own and I know what I am doing.”
“We get lots of things to help us like pictures and tables with times tables on the working wall – these help us learn.”
“To solve a problem is to fix a mistake.”
East Crompton St George’s CE Primary School is proud to be part of the Cranmer Education Trust
Cranmer Education Trust is a company limited by guarantee and an exempt charity registered in England. Company registration number: 07687709. Registered Office: Cranmer Education Trust, c/o The Blue Coat School, Egerton Street, Oldham OL1 3SQ. The website address is www.cranmereducationtrust.com and the phone number 0161 785 5082.