The UK National Curriculum describes maths as ‘a uniquely powerful set of tools to understand and change the world’.
Therefore, here at Dawley C of E Primary Academy, we ensure that developing the ability to calculate; apply logical reasoning; problem-solving skills and the ability to think in abstract ways are developed during daily maths lessons.
We pay particular attention to the use of practical apparatus and believe that children should have considerable experience with concrete equipment, in all areas of the maths curriculum. Classrooms are enriched with resources that children are encouraged to select independently and cross-curricular links are always encouraged, thereby allowing children to apply their maths skills in other areas of the Primary curriculum. These practical experiences support the children as they learn and develop more abstract ways of recording.
At Dawley, children are encouraged and helped to see themselves as mathematicians and to understand how maths is used in the world around them. Consequently, teachers spend quality time exploring real-life, contextual problems that engage and excite the children and enable them to develop an awareness of the maths that surrounds them. They are often given choices and encouraged to select their own methods of working. Teachers then explore children’s reasoning for their approaches to these problems and discuss their application of knowledge. This allows for good assessment and continually develops a child’s understanding of this subject.
Curriculum Intent
The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.’
Therefore, the intention for Mathematics is to ensure that all pupils become fluent, reason mathematically and solve problems. ‘Pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
At Dawley C of E Primary Academy, 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.
- At Dawley a typical Maths lesson will provide the opportunity for all children as: Lesson objectives are taken from the National Curriculum statutory guidelines and activities are differentiated
- Our children have access to high quality lessons that are both challenging and enjoyable.
- 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.
Curriculum 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.
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 there is a focus on Times Tables to give children the opportunity to practise and improve their rapid recall skills with facts 12×12. Children enjoy the weekly challenge and strive to improve their time and score each week.
Teaching
At Dawley C of E Primary Academy 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.
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.
Curriculum Impact
At Dawley C of E Primary Academy we expect that by the end of Y6 our children:
- become fluent in the fundamentals of Mathematics
- reason Mathematically by following a line of enquiry, conjecturing relationships and generalisations.
- solve problems by applying their Mathematics to a variety of routine and non-routine problems with increasing sophistication.
In order for this to happen, the Mathematics leader, the Principal and the Senior Leadership Team take responsibility for the monitoring of the Mathematics curriculum and the standards achieved by the children. The Mathematics leader will monitor for appropriate pitch and progression at least once every half term.
This monitoring takes the form of:
- lesson observations and feedback;
- learning walks and pupil voice conversations;
- Collaborative planning with support provided if needed;
- book scans on a frequent basis;
- termly data analysis
- moderation within the St Chads Academy Trust to ensure each school has the same standards
Data is collected termly and reported to SLT. All teachers contribute to a termly Pupil Progress Meeting where the data is analysed and targets are made by highlighting pupils who may need some additional support with their learning.