South Hiendley Primary School Curriculum Statement
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South Hiendley Primary School Curriculum Statement MATHEMATICS Subject Intention: It is our intention to build a Mathematics curriculum that develops children’s learning and enjoyment, and results in the acquisition of knowledge and skills so that pupils know more, remember more and understand more. We aim to build a curriculum which enables our children to become competent mathematicians with the flexibility to apply their learning to varied real-life contexts through the acquisition of appropriate subject knowledge, skills and understanding in Number, Algebra, Ratio, Measurement, Geometry and Statistics, as set out in the National Curriculum. Our pupils will be given many opportunities to practise, recall and apply their skills when solving increasingly complex problems, and to develop their ability to articulate and discuss their thinking through mathematical talk by developing subject specific vocabulary. Ultimately, our intention is to prepare our children for the next step in their mathematical education, and support them in understanding how mathematics will be central in all aspects of their future lives. Subject Implementation: Mathematics is planned for using the EYFS Framework and the KS1 and KS2 National Curriculum. The statutory requirements are planned and delivered using the White Rose Maths Hub materials, supplemented by Classroom Secrets, NRich, NCETM, Times Tables RockStars, Testbase and Active Maths. All children are exposed to age related content relevant to their year group. The cumulative nature of the maths curriculum allows children to revisit and consolidate concepts and, therefore, deepen their understanding. The small steps for the current unit of work will be displayed on the Maths Working Wall in each classroom, which will also include models and scaffolds to support the children in working independently. Mathematics is taught as a discrete subject in order to promote fluency but children are also provided with real-life problems so that they are made aware of the importance of mathematics in everyday life. They are also given opportunities to apply skills taught during maths lessons in the wider curriculum. We ensure that teachers of the subject have excellent subject knowledge, and leadership supports the acquisition of this for NQT and non-specialist teachers. Subject matter is presented clearly, teachers carefully check learning and identify misconceptions, providing direct feedback. Teaching is designed to ensure children know more and remember more. Teachers deliver lessons which incorporate the three aims of the National Curriculum: fluency, reasoning and problem-solving. Fluency, which forms the basis of the curriculum, is further developed and enhanced through daily arithmetic skills sessions. This enables the children to embed key mathematical concepts which they can then apply in the wider curriculum. The concrete, pictorial and abstract approach is used to develop conceptual understanding, and teachers make links to real-life contexts whenever possible in order to make the relevance of mathematics particularly clear to the pupils. Consistent use of maths vocabulary is taught and modelled by teachers and support staff to enable children to explain their mathematical thinking. Each lesson will begin with a focus on the relevant vocabulary and this will be displayed on the Maths Working Wall in each classroom and revisited every day. Subject Impact: Children will make at least good progress in Mathematics from their last point of statutory assessment, or from their starting point in Nursery. Children will use their Mathematical knowledge and skills in all curriculum areas, to enable them to know more and remember more. Children will understand the importance of Mathematics in enabling them to access other areas of learning and operate successfully in everyday life. Children will have a positive and confident attitude towards Mathematics.
Transcript of South Hiendley Primary School Curriculum Statement
South Hiendley Primary School Curriculum Statement
MATHEMATICS
Subject Intention:
It is our intention to build a Mathematics curriculum that develops children’s learning and enjoyment, and
results in the acquisition of knowledge and skills so that pupils know more, remember more and
understand more. We aim to build a curriculum which enables our children to become competent
mathematicians with the flexibility to apply their learning to varied real-life contexts through the
acquisition of appropriate subject knowledge, skills and understanding in Number, Algebra, Ratio,
Measurement, Geometry and Statistics, as set out in the National Curriculum. Our pupils will be given
many opportunities to practise, recall and apply their skills when solving increasingly complex problems,
and to develop their ability to articulate and discuss their thinking through mathematical talk by
developing subject specific vocabulary. Ultimately, our intention is to prepare our children for the next
step in their mathematical education, and support them in understanding how mathematics will be
central in all aspects of their future lives.
Subject Implementation:
Mathematics is planned for using the EYFS Framework and the KS1 and KS2 National Curriculum.
The statutory requirements are planned and delivered using the White Rose Maths Hub materials,
supplemented by Classroom Secrets, NRich, NCETM, Times Tables RockStars, Testbase and Active Maths.
All children are exposed to age related content relevant to their year group. The cumulative nature of
the maths curriculum allows children to revisit and consolidate concepts and, therefore, deepen their
understanding. The small steps for the current unit of work will be displayed on the Maths Working Wall in
each classroom, which will also include models and scaffolds to support the children in working
independently.
Mathematics is taught as a discrete subject in order to promote fluency but children are also provided
with real-life problems so that they are made aware of the importance of mathematics in everyday life.
They are also given opportunities to apply skills taught during maths lessons in the wider curriculum.
We ensure that teachers of the subject have excellent subject knowledge, and leadership supports the
acquisition of this for NQT and non-specialist teachers. Subject matter is presented clearly, teachers
carefully check learning and identify misconceptions, providing direct feedback. Teaching is designed to
ensure children know more and remember more.
Teachers deliver lessons which incorporate the three aims of the National Curriculum: fluency, reasoning
and problem-solving. Fluency, which forms the basis of the curriculum, is further developed and
enhanced through daily arithmetic skills sessions. This enables the children to embed key mathematical
concepts which they can then apply in the wider curriculum.
The concrete, pictorial and abstract approach is used to develop conceptual understanding, and
teachers make links to real-life contexts whenever possible in order to make the relevance of
mathematics particularly clear to the pupils.
Consistent use of maths vocabulary is taught and modelled by teachers and support staff to enable
children to explain their mathematical thinking. Each lesson will begin with a focus on the relevant
vocabulary and this will be displayed on the Maths Working Wall in each classroom and revisited every
day.
Subject Impact:
Children will make at least good progress in Mathematics from their last point of statutory assessment, or
from their starting point in Nursery. Children will use their Mathematical knowledge and skills in all
curriculum areas, to enable them to know more and remember more. Children will understand the
importance of Mathematics in enabling them to access other areas of learning and operate successfully
in everyday life. Children will have a positive and confident attitude towards Mathematics.
South Hiendley Primary School Curriculum Statement
MATHEMATICS
What practices do we employ in our lessons to encourage children to know more and
remember more?
How does this lead to specific learning activities?
South Hiendley Primary School Curriculum
Statement
MATHEMATICS
LONG TERM PLAN
EYFS
YEAR 1
YEAR 2
YEAR 3
YEAR 4
YEAR 5
YEAR 6
PLANNED VOCABULARY
South Hiendley Primary School Curriculum Statement
MATHEMATICS
Knowledge Progression: PLACE VALUE
Knowledge Progression: ADDITION & SUBTRACTION
Knowledge Progression: MULTIPLICATION & DIVISION
Knowledge Progression: FRACTIONS, DECIMALS & PERCENTAGES
Knowledge Progression: RATIO & PROPORTION
Knowledge Progression: ALGEBRA
Knowledge Progression: MEASURE
Knowledge Progression: GEOMETRY
Knowledge Progression: STATISTICS
South Hiendley Primary School Curriculum Statement
MATHEMATICS
Assessment:
Assessment is regular, and ongoing. It is a part of the learning process. It is not onerous
and does not generate additional paperwork or workload for teachers. It is used to
identify next steps for learning, to identify gaps and provide support and challenge
where appropriate, ensuring the children are always prepared for their current and next
stage of learning. Strategies for this are detailed in our 10 methods for moving
knowledge from working to long term memory.
Collection of work: Children upload their outcomes where appropriate to the “See
Saw” collection system. This enables subject leaders to review the work for each class,
checking against the appropriate knowledge progression and planning
documentation. In hand with pupil voice, this enables us to see how pupils are knowing
more, remembering more and that knowledge is revisited on a regular basis.
