At Holy Family, we intend 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 their future adventures. We strive to incorporate sustained levels of challenge through varied and high-quality activities with a focus on fluency, reasoning and problem solving to enable children to make rich connections across mathematical ideas- a mastery approach.
At the centre of the mastery approach to the teaching of mathematics is the belief that all pupils have the potential to succeed. They should have access to the same curriculum content and, rather than being extended with new learning, they should deepen their conceptual understanding by tackling challenging and varied problems. Therefore, pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. Similarly, with calculation strategies, pupils must not simply rote learn procedures but demonstrate their understanding of these procedures through the use of concrete materials and pictorial representations.
We want pupils to become fluent in the fundamentals of mathematics, to be able to reason and to solve problems. Our curriculum embraces these National Curriculum aims, and provides guidance to help pupils to become:
Visualisers – we use the CPA (concrete-pictorial-abstract) approach to help pupils understand mathematics and to make connections between different representations.
Describers – we place great emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing, and so support them to take ideas further.
Experimenters – as well as being fluent mathematicians, we want pupils to love and learn more about mathematics.
As our pupil’s progress, we intend for our pupils to be able to understand the world, have the ability to reason mathematically, have an appreciation of the power of mathematics, and a sense of enjoyment and curiosity about the subject. Through good mathematics, whole school values and a whole child approach, we aim to nurture confident, resilient children who will strive for their personal best and be able to demonstrate that they know more, can do more and remember more in maths.
How we will deliver our curriculum:
Using the White Rose Maths scheme of learning, supported with recommendations from NCETM and our local Maths Hub, our curriculum is planned and sequenced carefully in small steps and ensures National Curriculum coverage and that each NC objective is taught through fluency, reasoning and problem solving questions to develop mastery of each topic. To learn mathematics effectively, some things have to be learned before others, e.g. place value needs to be understood before working with addition and subtraction, addition needs to be learnt before looking at multiplication (as a model of repeated addition). Therefore, there is an emphasis on number skills first, carefully ordered, throughout our curriculum.
In Early Years, the curriculum provides children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.
In EYFS, the children similarly participate in short maths sessions daily and maths will also be found in many areas of our provision so that children experience it in a purposeful and meaningful context within their play.
In Years 1-6, children in all classes access daily morning maths (to ensure key knowledge is regularly revisited) and a daily maths lesson: 3 of which are working through the number skills topics progressively; 1 which is developing the children’s geometry knowledge and 1 that checks pupils are developing the procedural fluency (speed and accuracy of recall of methods). Through responsive teaching, a flexible approach is adopted when working through each topic so that sufficient time is allowed to secure and consolidate key concepts and identify and address areas to develop.
How do we mark and assess maths?
EYFS: Through observations during taught sessions and through children accessing activities in continuous provision.
Y1: Ongoing formative assessment, post/ end-of-block assessments to inform the next steps and termly summative assessments provided by White Rose Maths.
Y2 – 6: Ongoing formative assessment, prior- and post/ end-of-block assessments to inform the teaching and learning sequence and next steps and termly summative assessments provided by White Rose Maths (or past SATS papers).
Where possible, marking takes place in the lesson and immediate feedback is given. There is no next step marking as the next lesson or follow-up activity provides the next step but children are encouraged to self-reflect on their work and edit and improve through the use of purple pen.
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