Maths
The areas within mathematics are:
Number and Place value; Addition and Subtraction; Multiplication and Division; Fractions (which includes Decimals and Percentages in Upper Key Stage 2); Measurement; Geometry (Properties of Shape); Geometry (Position and Direction) and Statistics. Year 6 also include Ratio and Proportion and Algebra.
Within the school we recognise the importance of talking through maths problems and encourage children in their problem solving skills and ability to talk about their learning.
As a school, we are broadly following the White Rose Maths yearly scheme of work.
Due to the nature of having some mixed classes and part time teaching staff, every effort is made for the continuum of coverage although it may occasionally deviate from the plan. Teachers draw on a wide range of resources, including Hamilton Trust and Classroom Secrets. Children use a range of resources to access their learning, including the use of tools such as Maths Shed to aid fluency. Many classes test tables in school as this is a crucial foundation of the subject. At the end of every term, children in years 1-6 conduct in-class assessments to ascertain gaps and inform teaching practise. Theoretically, this enables children to access quick support and addressing of any misconceptions prior to moving on to new content.
Why use White Rose?
The White Rose scheme really develops this concept of 'maths mastery' whereby children can deepen their understanding of learning areas as opposed to 'surface learning'. With this deeper learning in place, children can then progress onto more complex problems, developing their reasoning and problem solving abilities which are crucial for life- long learning.
What is 'Maths Mastery'?
"Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject. The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths. Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material." (https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/)
Maths Curriculum Statement
Intent - What do we want children to learn?
‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas’ (National Curriculum). As a school, we must ensure that pupils can become fluent, reason mathematically and solve increasingly more sophisticated problems, drawing on a number of skills.
At Framlingham Sir Robert Hitchams, our children should be taught to make sense of the world around them by developing their ability to calculate, reason and solve problems. They should be able to observe patterns and relationships in numbers, further developing their ability to apply their knowledge beyond the classroom.
At Framlingham Sir Robert Hitchams, we intend to provide opportunities for children in the following manner:
- - Take lesson objectives from the National Curriculum statutory curriculum, adapting the content appropriately and providing challenge opportunities.
- - Provide high quality teaching and lessons which provide the correct balance of enjoyment and challenge.
- - Foster an environment which allows children to take risks and not be afraid to do so.
- - Develop inquisitive minds which embed secure mathematical foundations.
- - Make appropriate cross- curricular links in line with our Cornerstones topics.
- - View mathematics as a critical part of everyday life.
- - To develop children’s ability to problem solve and reason in a variety of different contexts, applying their mathematical knowledge.
- - To develop children’s fluency so that they are able to select the most appropriate method to solve a problem. Children are able to recall known mathematical facts to support them in solving these problems.
- - To support children in making links between existing knowledge and learnt knowledge.
- - To provide children with memorable learning experiences and regular opportunities to revisit their previous learning to enable children to store these mathematical concepts in their long term memory so that knowledge becomes embedded.
- - To support children in becoming confident mathematicians who enjoy mathematics, are resilient and persevere.
- - To ensure previous year group concepts are revisited so that children can continue to progress through new taught concepts within their current year group.
Implementation - How are we going to achieve our intent?
A key component of effective teaching is to develop the children’s mental calculation policies, as well as their written calculation strategies- refer to the Calculation Policy.
The topic headings are as follows:
- - Number and Place Value
- - Addition and Subtraction
- - Multiplication and Division
- - Fractions (including decimals and percentages)
- - Ratio and Proportion
- - Measurement
- - Geometry- properties of shape
- - Geometry- position and direction and statistics
- - Algebra
Each year group follows the objectives outlined in the National Curriculum. The scheme White Rose Maths is broadly used to support teachers in planning and delivering lessons that meet the year group objectives within the National Curriculum and to ensure that all content is covered by the end of the academic year.
Within White Rose Maths, children are exposed to elements of fluency, reasoning and problem solving as the lessons are designed around these three mathematical elements. Regardless of ability, all children should have access to fluency, reasoning and problem solving as well as opportunities to show greater depth of understanding for example through the use of questioning appropriate to the ability of the child.
In EYFS, the `Statutory Framework for the Early Years Foundation Stage` and the non-statutory guidance of `Development Matters’ provides the long term planning in EYFS. To support further with their planning, teachers have access to the ‘Power Maths’ resources to support teachers with their lesson planning.
To allow teachers to design a creative and engaging curriculum, we also have access to the following to supplement White Rose Maths:
- - Classroom Secrets
- - ‘Power Maths’- EYFS
- - ‘Target Your Maths’ text books- KS2
- - Twinkl
- - Hamilton Trust
- - NRICH
- - NCETM
Teachers will revisit and review concepts from the previous taught year group before moving onto current year group content.
Within lessons, children will have access to concrete resources in order to help them embed and understand new knowledge. Children will have access to concrete resources before moving onto pictorial representations and abstract problems. Children should have access to a range of different variations to support children achieving a deep understanding of a taught concept.
Language is a crucial part of mathematics and at Sir Robert Hitchams, we ensure that children are exposed to a range of mathematical vocabulary which will be displayed in the classroom and referred to. Vocabulary will be current and used regularly within mathematics lessons. Children are encouraged to explain their thinking and use `because` to demonstrate their understanding. From EYFS, children are encouraged to talk and wonder about mathematics.
Mathematics is taught contextually giving the mathematics the children are taught meaning and relevance to daily life. From EYFS mathematics is taught in a context to make learning more personalised and enjoyable for the children.
Within Year 3 and Year 4 multiplication facts are reviewed daily to encourage children to be able to learn and recall multiplication and related division facts confidently. All children in LKS2 have access to Times Table Rockstar’s to continually practise their multiplication and division facts. Within Year 3 and 4 this is reviewed weekly to target specific times tables and provide focus for the weeks multiplication teaching. All year groups have access to Maths Shed, where teachers can set fluency tasks and maths consolidation tasks/ quizzes.
Impact - What will it look like when we have achieved our intent?
Teachers will live-mark to elicit evidence of pupils' learning during lessons. This will allow for the teacher or teaching assistant to offer addition support within or outside of lessons. Teachers will conduct formative assessment regularly to ascertain knowledge- this could be in a number of forms. Teachers assess termly on the internal tracking system – Cornerstones. Children will take assessments in arithmetic and reasoning and from that, teachers will conduct a gap analysis to ascertain areas requiring additional support/ consolidation. Teachers will keep their own individual records to show how their class progress throughout the different strands in mathematics. Teachers may also complete a pre/post teaching challenge to identify existing knowledge and areas for further progression. This indicates next steps for learning. Where children are not making expected progress, interventions will be provided to support these children.
The following questions need consideration prior to establishing an intervention:
- Are pupils not making enough progress, or does the teacher need to also support more able pupils in order to stretch and challenge these particular children?
- Is it just a short term boost that’s needed, or are we looking for more long-term gains in confidence and attitudes to Maths?
- Is it a couple of very specific learning gaps that need addressing, or is there a general need to develop their reasoning skills?
- Are there children with specific mathematical difficulties that need to be addressed with this maths intervention?
Teachers can utilise the ‘Ready to Progress’ documentation to aid them with this, overlearning, pre- learning, games and structured problems.
Hopefully, children will be able to recall their number facts across all operations which will allow children to store these in their long-term memory- providing more opportunity within their working memory for new taught concepts. Children who struggle to maintain these facts will have support measure put into place.
SEND
Teachers will consider the hurdles that students with specific SEND and/or disabilities may face in participating in and learning from certain activities, lessons, or a series of lessons in order to provide inclusive mathematics teaching. In order for all students to fully participate and learn, teachers must think of ways to minimise or reduce these barriers. It is aimed that students with SEND and/or impairments will be able to participate in the same way as their peers. To cover everyone, some alterations or adjustments may be required in others through adaptive teaching mechanisms. Teachers might need to offer a "parallel" activity for students with SEND and/or disabilities for some tasks so they can work towards the same lesson objectives as their peers, but in a way that is more accessible to them, such as using physical representation/ objects for work relating to shape, space and measures rather than visual information.
Assessment
When assessing SEND pupils, teachers need to plan carefully to give pupils every opportunity to demonstrate what they know and are able to do, using alternative means where necessary.
Maths Curriculum for Year 1; Year 2; Year 3; Year 4; Year 5; Year 6
Maths Target Sheets for Reception to Year 6
See our Maths Posts on the Blog.
Methods
Formal Written Methods - Key Stage 2
Problem Solving Steps Flowchart - Key Stage 2
Methods for Key Stage 1 (awaiting content)
Maths Support for Parents
Here are some virtual resources for parents to use:
- https://nrich.maths.org
- https://mathsbot.com- a question generator with some virtual manipulatives to experiment with
- https://assets.whiterosemaths.com/fixed/wrm/digital-tools/pv-chart/index.htmla virtual Place Value chart
- https://assets.whiterosemaths.com/fixed/wrm/digital-tools/rekenrek/index.html. virtual beadstring/ Abacus
- https://assets.whiterosemaths.com/fixed/wrm/digital-tools/bar-model/index.html. bar modelling tool
- https://assets.whiterosemaths.com/fixed/wrm/digital-tools/double-sided-counters/index.html
- https://whiterosemaths.com/1-minute-maths#download from White Rose website: "This first version of the app is aimed at Key Stage 1 pupils (ie, age 5-6 years). Individual one-minute tasks focus on adding and subtracting – and on ‘Subitising’, the skill of instantly recognising the number of items in a group without counting. Multiplication and division will be added soon!"
National Numeracy are a charity that was established in 2012 to help raise the levels of numeracy in the UK amongst both adults and children. Surprisingly, the 2011 'Skills for Life' report that was commissioned by the Government discovered that 49% of adults in the UK have the numeracy levels expected of primary school children.
The website link below offers a way for adults to test and improve their own numeracy skills from the comfort of their own home for free and in complete confidence. Please note that this is to support adults only and is free tool that parents can access if they so wish.
https://www.nationalnumeracy.org.uk/challenge/ncweek
Other Useful Links
Times Tables
Maths Frame Multiplication Check
Shape and Space Links
Addition column method videos
The videos below are relevant for KS2
Subtraction column method videos
The videos below are relevant for KS2
Multilpication column method videos
The videos below are relevant for KS2
Division bus stop videos
The videos below are relevant for KS2
DISCLAIMER: Framlingham Sir Robert Hitcham's CEVAP School is not responsible for pages maintained by external providers or for the content held within them. The sites linked from our website have been identified as useful resources for providing additional information on some of the topics discussed on this site.