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Maths

 

 

 

 

 

 

 

Mathematics Intent Statement

Intent 

Maths is a skill we use on a daily basis and is an essential part of everyday life.  Therefore, mathematics forms an important part of our broad and balanced curriculum where we endeavour to ensure that children develop an enjoyment and enthusiasm for maths that will stay with them throughout their lives and empower them in future life. We believe that unlocking mathematical fluency is an essential life skill for all learners and is a pre-requisite to being able to reason and solve problems mathematically. Our aim is to develop a positive culture of deep understanding, confidence and competence in maths that produces strong, secure learning. As a school, we recognise that the key to unlocking the potential in our children is through the development of basic mathematical skills and the understanding of mathematical concepts.  We therefore place great emphasis on the use of concrete resources and pictorial representations at all ages, to enable children to fully understand the concepts and principals, when presented with abstract calculations and questions.  Our maths curriculum is progressive; at KS2 it is designed to develop competencies to equip pupils for KS3 where they will build on KS2, make connections and solve increasingly sophisticated problems.

Implementation

For Key Stages 1 and 2, we follow the National Curriculum for Maths, and plan using the Hampshire Schemes of Learning.  This is a spiral approach, which provides opportunities for all children to embed their learning throughout the year by revisiting each mathematical domain and exploring key models and images that support conceptual understanding.  Alongside the Hampshire Schemes of Learning, teachers ensure all children are challenged, and learning is adapted for different children’s needs with the support of the Hampshire Progression of Skills document.  Children are given regular opportunities to retrieve prior learning in order to develop greater fluency.  This is then built upon, ensuring learning is secure and skills are deepened.  Planning ensures there is a range of written and mental methods being taught and developed, along with opportunities to explore which methods are most efficient depending on the calculation. 

We believe that for Maths to be meaningful, a range of concrete resources alongside pictorial representations and abstract recordings ensures that children develop their conceptual understanding through a multi-sensory approach.  As a result, children become more mathematically independent and confident.  Throughout a week or learning journey, children explore a domain whilst making links to others, through a balance of fluency, reasoning and problem solving in real life contexts.   Within a learning journey, children are given opportunities to work collaboratively, encouraging children to explain their reasoning through rich discussions.

Times tables are also an integral part of our children’s learning.  Children begin by exploring multiples, sharing and grouping in a variety of representations, building up to rapid recall and a deeper understanding of the relationships between times tables and division facts in KS2.  At the end of Year 4, children sit the Multiplication Tables Check.   Times Tables Rockstars is used to motivate pupils and assess their recall skills.  Teachers use a range of strategies and resources to prepare children for their Multiplication Tables Check, which will also enable them to apply their times tables knowledge in future years. 

Impact

The impact of our mathematics curriculum is that children understand the relevance and importance of what they are learning in relation to real world concepts. Children know that maths is a vital life skill that they will rely on in many areas of their daily life. Children have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions; they know that it is reasonable to make mistakes because this can strengthen their learning through the journey to finding an answer. Children are confident to ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. Our children have a good understanding of their strengths and targets for development in maths and what they need to do to improve. Our maths books evidence work of a high standard of which children clearly take pride; the components of the teaching sequences demonstrate good coverage of fluency, reasoning and problem solving. Our feedback and interventions support children to strive to be the best mathematicians they can be, ensuring they leave school with the knowledge that will help support them through their lives.

Times Table Rock Stars

Accordion contenthttps://ttrockstars.com/

 

Addition and Subtraction Progression in Calculation

Multiplication and Division Progression in Calculation