Overview of the Subject:

The central aim of our school curriculum is to develop the whole child and shape their minds for positive learning experiences about the world around them. We strongly believe in encouraging curiosity, exploration and developing a strong sense of self-identity.  

Mathematics is a creative subject that lends itself to so many other disciplines, therefore, over the centuries it has provided some responses to some of history’s most fascinating problems. Mathematical knowledge, and the skills acquired through developing an understanding of these, is vital for everyday life. Likewise, the subject is critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Without a high-quality mathematical education, children are sent into the world ill-equipped for life.

Subject Information:

Intent:

The national curriculum for mathematics 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, inferring 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.

The significance of mathematics being put into real-life contexts cannot be over-stressed. It is through these challenges that the children can gain a truer sense of maths, which is not something that you are simply ‘good’ or ‘bad’ at, but more a subject which is about the journey of getting to a solution. The way to get to the ‘answer’ can be as creative and diverse as narratives in English.

In order to ensure that all children, no matter of starting points, progress and are challenged, they need access to concrete, pictorial and abstract (CPA) resources. By using this approach to scaffold and challenge the children appropriately, all can be working from a learning intention that is suitably taken from the curriculum but can be accessed independently. To promote the use of mathematical language, KAGAN cooperative learning routines are added to planning when applicable to provide children with the opportunities to share learning and a platform for all to share (not just the more able or confident). Long-term plans should be structured so that associations can be made from prior learning to the next steps. These are used in conjunction with NCETM progression maps so that teachers are aware of previous and post-year group expectations. Rapid graspers are challenged through deeper learning challenges that offer rich and sophisticated reasoning and problem-solving, whereas those who need more time to practice fluency, have the time through assessment for

Implementation:

Our curriculum at Spire is carefully planned and organised so as to promote a deep understanding of the projects and concepts that we cover through quality first teaching. We do this by equipping our pupils with the skills and qualities they need to thrive both within the curriculum and within the wider-world.  

At Spire Junior School, Children study mathematics daily covering a broad and balanced mathematical curriculum including elements of number, calculation, geometry, measures and statistics. Within these daily maths sessions, 6 in 6 (6 mathematic questions completed in 6 minutes) activities are completed to build fluency and precision and to think about numbers in a different way. Due to the interconnected nature of mathematics, at Spire Junior School we aim to teach maths in a cross-curricular manner as well as discretely to teach the practical application of mathematical skills. We focus not only on the mathematical methods but also emphasise mathematical vocabulary and to use Maths Mastery to broaden and deepen mathematical understanding.

We aim for each child to be confident in each yearly objective and develop their ability to use this knowledge to develop a greater depth understanding to solve varied fluency problems as well as problem solving and reasoning questions. We use a range of textbooks and online resources throughout the school to ensure a curriculum that is specific to each child’s learning needs. All children have a Times Tables Rockstars account and they are encouraged to access this online programme at home, which aims to build pupil engagement and consolidate vital times-tables knowledge. This programme also aids children to prepare for an online multiplication tables check (MTC) to year 4 pupils, which became statutory for children in the academic year 2019/20. The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided. 

Impact:

We are confident our curriculum is successful in the teaching and learning of reading through a variety of monitoring and feedback activities which have taken place through school. 

Throughout each lesson formative assessment takes place and feedback is given to the children through marking and, where necessary, next step tasks to ensure they are meeting the specific learning intention. Teacher’s then use this assessment to influence their planning and ensure they are providing a mathematics curriculum that will allow each child to progress. The teaching of maths is also monitored on a termly basis through book scrutinies, learning walks and lesson observations. Each term children complete a summative assessment (NFER with the exception of Year 6, who use a combination of previous SATs papers and NFERs)  to help them to develop their testing approach and demonstrate their understanding of the topics covered. The results from both the formative assessment and summative assessment are then used to determine children’s progress and attainment, which is added to an online programme which can generate patterns and trends. Within school, the summative data is tracked on Insight whereby analysis can be completed.

What does a maths lesson look like?

At Spire Junior School, children study mathematics daily covering a broad and balanced mathematical curriculum including elements of number, calculation, geometry, measures and statistics. Within these daily maths sessions, 6 in 6 (6 mathematic questions completed in 6 minutes) activities are completed to build fluency and precision and to think about numbers in a different way. There will be an element of fluency, reasoning and problem-solving in each lesson. There are always challenge questions available for those who are ready to move on. 

Long-term subject overview:

Year 3/4

Year 5

Year 6

What else is happening in maths?

Times tables are the essential building blocks that underpin every maths curriculum, yet children always find them a challenge. Times Tables Rock Stars is an award-winning maths learning platform that helps pupils practise and recall their times tables like a rock star, using paper worksheets, and playing online adaptive question-based games via the app and browser.

Maths at home:

Times Tables Rock Stars – Times Tables Rock Stars

Maths Games for KS2: designed by a teacher for teachers - Mathsframe

NUMBEROCK | Math Songs & Videos