At Wincobank, the maths curriculum aims to ensure children become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately As well as ensuring learners can reason mathematically by following a line of enquiry. Our curriculum ensures children can problem solve by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.
A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically and a sense of enjoyment and curiosity about the subject. Mathematics is a proficiency which involves confidence and competence with number.
Mathematics gives children a way of coming to terms with their environment. Practical tasks and real-life problems can be approached from a mathematical point of view. Mathematics provides children with imaginative areas of exploration and study and gives them the materials upon which to exercise their mathematical skills. These skills are a necessary tool of everyday life. Mathematics should help children to develop an appreciation of, and enjoyment in, the subject itself, as well as a realisation of its role in other curriculum areas.
-Ensure our children have access to a high-quality maths curriculum that is both challenging and enjoyable.
-Provide our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to enjoy greater depth in learning.
-Ensure children are confident mathematicians who are not afraid to take risks.
-Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
-Make sure our Maths curriculum is accessible to all learners, regardless of ability, age/stage of ability.
-Provide children with concrete, practical resources to enable them to fully engage in, explore and understand a range of mathematical concepts.
- Has a clear, consistent, progressive approach to the teaching of mathematics that all teachers are familiar and comfortable with.
Long term: overviews that show a clear progression of skills, building upon previous learning, in line with curriculum expectations. Each year group/ability group will have a yearly overview in place and this will be evaluated at the end of every year to check it is working successfully.
Medium term: teachers follow White Rose Blocks to ensure in-depth progressive learning. Blocks will be altered/rewritten in response to data and in house monitoring of teaching & learning.
Short term: daily lessons include a clear lesson objective and success criteria with the small steps to success. Short term planning is supported by the use of the White Rose Maths Hub materials. Lessons will include the use of concise summative assessment, prior learning, assessment and mathematical talk. Lessons will include a range of strategies to promote independence, mastery and high expectations of ALL. Vocabulary for each lesson/sequence of lessons will be displayed on the maths learning wall, and shared with any supporting adults in the classroom.
Throughout the whole curriculum, opportunities to extend and promote Mathematics should be sought. Within every Science topic, children will also develop their mathematical skills. This will help children appreciate how to work scientifically but also practise discrete mathematical skills. Nevertheless, the prime focus should be on ensuring mathematical progress delivered discretely or otherwise.
Children are provided with regular opportunities to solve mathematical problems. Teachers carefully plan in opportunities for children to explain their reasoning as well as solving a variety of problems.
Children are provided with opportunities to practise and develop their fluency of basic skills daily in Maths. The content may:
• recap previous skills taught in order to keep them sharp
• practise or introduce pre-requisite skills required in order to achieve the learning objective in that lesson
• provide an opportunity to address misconceptions from the previous lesson.
Speaking and Listening
Teachers plan opportunities for Oracy at regular intervals during maths lessons; children are encouraged to use talk frames when; explaining their thoughts on strategy, reasoning or misconceptions articulately.
Progress at Wincobank is measured on how much pupils remember over time. The more children remember, the more pupils can do!
Teachers mark pupil work against a standardised success criterion, diagnosing misconceptions and next steps. This informs the starting points for each individual child for the next lesson. Activities set for morning work will also provide children to practise the required: facts, concepts, methods and procedures or strategy to enable them to progress in the next lesson.
Children are also encouraged and provided with ample opportunities to self-assess and reflect on their learning.
Progress tests are completed at the end of each term. Gaps are identified in learning and then planned for within the coming sessions.
Teachers use White Rose pre-assessments to assess pupils’ understanding of the pre-required knowledge to access the expected standard of learning. This involves testing pupils on the previous year’s learning of facts, concepts, procedures/methods, and strategies. This provides teachers with starting and end points for each pupil enabling them to accurately pitch learning.