Maths Curriculum Statement
The 2014 National Curriculum for Maths aims to ensure that all children:
· Become fluent in the fundamentals of Mathematics
· Are able to reason mathematically
· Can solve problems by applying their Mathematics
At How Wood School, we aim to deliver Maths Lessons that are engaging, creative, practical and inspiring in order to support the understanding of Maths and make real-life connections. We ensure Maths is purposeful and inclusive for all learners. Applying the Concrete/Pictorial/Abstract (CPA) approach and championing the use of manipulatives within our lessons, we provide our children with opportunities to secure a deeper understanding of Mathematics which they can use and apply throughout their lives within a variety of contexts. At How Wood School, we recognise that mistakes and misconceptions are an essential part of learning. To this end, we ensure our children are challenged and stretched by providing rich and sophisticated problems, which develop their reasoning skills, mathematical fluency as well as their independence and resilience.
At How Wood, a Maths Mastery approach is used to consolidate the building blocks that children need to study maths successfully, and to a high level. Children study mathematics daily, covering a broad and balanced mathematical curriculum including elements of number, calculation, geometry, measures and statistics.
To ensure whole school consistency and progression, How Wood use and follow Hertfordshire’s ‘Immersion’ planning which is fully aligned with the National Curriculum. This planning has been structured into three learning sequences. These learning sequence are taught over the year with a specific focus on one sequence per term:
Learning Sequence 1 – Autumn;
Learning Sequence 2 – Spring; and
Learning Sequence 3 – Summer.
This format allows How Wood to develop fluency and ensure progression through the sequences of learning, as well as achieving the mastery approach over time. Lessons are structured to specifically broaden and deepen the children’s understanding in order to consolidate Mathematical concepts and pedagogy. Teachers follow the CPA approach, beginning with the concrete practical use of manipulatives within lessons, before moving on to pictorial representations and finally abstract thinking.
In addition, teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly in order to identify those who require extra interventions. The children are encouraged to explain and strengthen their oracy skills when articulating mathematical reasoning, with the precise use of mathematical vocabulary which is supported by the use of sentence starters and writing frames.
This approach is to scaffold and support the underlying mathematical concepts and tackle concepts in a tangible and more comfortable way. This structure also provides the means to
achieve greater depth in learning with those children who are quick to grasp new content being offered rich and sophisticated problems, as well as exploratory, investigative tasks within the lessons.
Below are the key principles we believe help to underpin the teaching and learning of Mathematics at How Wood:
- Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
- Teachers adapt the curriculum allowing all learners to be challenged appropriately and achieve through individual support and interventions.
- Teaching is underpinned through the use of a range of manipulatives to support the children’s conceptual understanding during the delivery of lessons.
- Teachers plan coherent, creative, inspiring lessons enabling children to secure a firm mathematical foundation and gain a deeper understanding by revisiting concepts over the year.
- Practice and consolidation through real life connections play a central role in learning. Carefully designed variations within this builds fluency and understanding of underlying mathematical concepts.
Due to the interconnected nature of mathematics, at How Wood we aim to teach maths in a discrete and cross curricular manner to ensure the practical application of mathematical skills and vocabulary are taught and secured.
Multiplication Tables Check
Schools in England are required to administer an online multiplication tables check (MTC) to year 4 pupils. 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 How Wood to identify pupils who have not yet mastered their times tables, so that additional support can be provided. To support the children with their multiplication practice we use ‘Times Table Rockstars’ as an online and fun learning platform which also offer resources to be used in the classroom. Children in Key Stage 2 are also given a 5 minute times tables test each week allowing them to practice their recall.
During every maths lesson at How Wood, formative assessments take place and feedback is given to the children through a variety of ways; verbal feedback, written feedback and next steps are provided in their books which are often focused towards a mastery problem, allowing opportunities for children to deepen their learning. 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 through book scrutinies, planning scrutinies, learning walks, pupil voices and lesson observations. Each term children from Year 1 to Year 6 complete a summative assessment to help them demonstrate their understanding of the topics covered that term. Year 2 and Year 6 use previous SATs papers, whilst the other year groups complete tests from the NFER website. The results from both the formative and summative assessments are then used to determine children’s progress and attainment which is inputted onto AM7. This assessment is reviewed each half term by the teacher and appropriate interventions are put in place accordingly.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.