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Intent - What do we aspire for our children?

Our Curriculum Intent for Mathematics.

At Eaglesfield Paddle CE Primary Academy the intent of our mathematics curriculum is to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future:

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 sticks.

 

To support children in becoming confident mathematicians who enjoy mathematics and 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 will we deliver the Mathematics curriculum?

 

 

Each year group follows the objectives outlined in the National Curriculum. The scheme White Rose Maths is used as a basis 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’ aids the long term planning in EYFS.

 

To allow teachers to design a creative and engaging curriculum, we also have access to the following to supplement White Rose Maths:

  • Master the Curriculum
  • NRICH
  • NCETM
  • DfE Non-Statutory Mathematics guidance

 

Within lessons, as appropriate, 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 Eaglesfield Paddle Primary Academy, we ensure that children are exposed to a progressive 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 to demonstrate their understanding. From the EYFS children are encouraged to talk and wonder about mathematics.

Within the EYFS and KS1, children have access to 1 Minute Maths & Numbots to practise and learn their number facts. Year 3 children will begin to transition from using Numbots and moving onto focusing on multiplication and division facts on Times Table Rockstar’s. Both Numbots and Times Table Rockstar’s can be accessed both at school and at home.

 

Teachers also implement the schools agreed calculation policies for progression in written and mental calculations. Pre and post unit assessments are used for each block of learning along with termly assessments which help teachers to gather an understanding of their pupil’s existing and developing knowledge and skills. Correct mathematical vocabulary is used by all teachers and this is discussed with and explained to children who are then encouraged to use it independently when talking about maths. Timetabled interventions for maths are in place for children where a need is identified. We continually strive to build upon the excellent understanding of the expectations of the curriculum that our staff have. We achieve this through regular quality CPD which is provided through the subject leaders, external courses, collaborative lesson study and on demand training videos delivered by White Rose Maths.

Impact - How do we know our Mathematics curriculum is effective?

The impact of our mathematics curriculum is that children understand the relevance and importance of what they are learning in relation to real world concepts. Children know that maths is a vital life skill that they will rely on in many areas of their daily life. Children have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions; they know that it is reasonable to make mistakes because this can strengthen their learning through the journey to finding an answer. Children are confident to ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. Our children have a good understanding of their strengths and targets for development in maths and what they need to do to improve. Our maths books evidence work of a high standard of which children clearly take pride; the components of the teaching sequences demonstrate good coverage of fluency, reasoning and problem solving. Our feedback and interventions support children to strive to be the best mathematicians they can be, ensuring a high proportion of children are on track or above as well an increasingly high proportion of children demonstrating greater depth, at the end of each phase. Our school standards are high, we moderate our books both internally and externally and children are achieving well.

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