Curriculum statement - Mathematics Vision
‘Every child is a mathematician’
Our aim at All Saints’ is for all children to enjoy mathematics. We want to help them develop a secure and deep understanding of fundamental mathematical concepts and procedures so that when they leave us to transition to secondary school they are well prepared for the next step in their learning. We want children to see the mathematics that surrounds them every day and enjoy developing vital life skills in this subject.
Our aim is for all children to think mathematically, enabling them to reason and solve problems in a range of contexts across all areas of the curriculum.
At All Saints’, our Mathematics Mastery curriculum is being developed to ensure every child can achieve excellence in mathematics. Children can experience a sense of awe and wonder as they solve a problem for the first time, discover different solutions and make links between different concepts
Providing pupils with a deep understanding of the concept through a concrete, pictorial and abstract approach helps ensure pupils fully understand what they are learning.
Key features of our Maths Mastery curriculum:
The National Curriculum is delivered through the use of Rising Stars, which is based on a Mastery scheme of work. Rising Stars identify the objectives for each topic block which are derived directly from National Curriculum. The objectives in each block are broken down in to a series of carefully planned small steps.
Our implementation is developed through secure understanding of the curriculum and subject area. Previous DfE funding enabled us to engage and embed a whole school approach with intensive staff training. The maths team continue to provide a bespoke training programme to develop high quality practice following monitoring activities.
The maths lead receives regular CPD opportunities through the Gateway alliance and our active Consortium training. This is then disseminated to staff through Inset opportunities.
Planning is supported by the use of Rising Stars. Teachers are also able to use White Rose, National Centre of Excellence in the Teaching of Mathematics (NCETM), NRICH and a range of resources provided by the Maths leads.
The Mastery Approach incorporates the use of Concrete, Pictorial and Abstract methods (CPA approach). This helps children explore and demonstrate mathematical ideas, enriching their learning experience and deepening their understanding.
Teachers adapt the lessons to fit to the objectives they have planned using resources throughout the school.
Role of the Subject Leader:
The maths curriculum is monitored through a range of methods, which includes:
Moderation takes place in school and also in locally arranged events with other schools within our consortium.
Teaching staff only have to produce purposeful resources that will impact on the teaching and learning in the classroom and they are signposted to resources to supplement their lessons.
Using a scheme allows our staff to adapt to the needs of the children enabling them more time to produce valuable resources and reducing workload. It contains opportunities for Talk for Maths and has CPD videos to support staff development and confidence.
Our marking policy has been adapted to help staff reduce their workload but still provide relevant and targeted feedback to those children who need it
Hidden Calculations- Active Maths
After expanding on their skills when completing formal written methods, the children were challenged to find 20 different calculations hidden around the year 5 area. Once they found them, they had to complete the calculations and get their partner to check it before moving onto the next question (these could be completed in any order). These calculations involved addition, subtraction, multiplication and division. They included up to 5 digits, decimal places, money, weight and length.
Active Maths Relay Challenge- Ordering Numbers
In groups or 5 or 6, the children worked together to each collect a number card from the other side of the hall. Once they had taken their card back to their group, the rest of them then had to put them in ascending order. We talked about the words ascending and descending and practiced ordering up to three decimal places in both ways. The children worked really enjoyed this challenge and worked really well in their groups to order their decimals.
The children worked in groups of six to try to be the first team to complete the number sentence challenge. They took it in turns to walk to the other side of the hall with a bean bag on their heads. When they reached the other side, they had to choose a card from the tub which would either contain a number or an operation. Once they had taken the card back to their group, the next person could then collect another card to add to their set. As they gained more cards, they had to figure out what number sentences they could make. This involved a lot of rearranging and working as a team.
We talked about the word ‘commutative’ and that although all teams were given the same numbers, they did not necessarily make the same calculations because addition and multiplication are commutative.
They all worked really hard on this activity and Mrs Davies was very impressed with their team work and problem solving skills.