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Mathematics
Curriculum Intent
At Reydon, we aim to provide an engaging mathematics curriculum that allows all learners to develop their knowledge, resilience, and aspirations in line with the National Curriculum programme expectations. It is essential to everyday life, critical to science, technology, and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
Our curriculum aims to give learners a mastery approach that allows them to make rich connections across mathematical ideas to develop fluency, mathematical reasoning, and competence in solving increasingly sophisticated problems through a concrete, pictorial and abstract approach.
Curriculum Implementation
We use White Rose Maths to ensure clear progression from Early Years to Year 6. We adopt a mastery approach that focuses on the depth of learning. Each unit is split into smaller steps that provide opportunities to build on prior knowledge and consolidate their understanding. It ensures that there is sufficient opportunity for the children to fully grasp each concept before moving on. There are assessments at the beginning of each unit to help to identify gaps, allowing children to adapt their planning to ensure all learners are given the necessary successfully and to a high level. Children study mathematics daily and alongside these daily maths sessions additional time is spent focusing and recalling facts and knowledge using Flashback 4 tasks. These provide children with an opportunity to consolidate their understanding and aid as another form of assessment for teachers.
In each maths lesson children will:
- Have access to a range of resources through the maths resource table.
- Be encouraged to be resilient and have autonomy with their work.
- Be encourage to develop their skills using a concrete, pictorial and abstract approach.
- Have explicit teaching with both fluency and problem solving.
- Have explicit times table lessons for at least 30 minutes a week.
- Use sentence stems to help them to be confident in reasoning.
- Be challenged to develop their understanding through appropriate adaptations.
Due to the interconnected nature of mathematics, at Reydon we aim to teach maths in a cross curricular manner as well as discretely to teach the practical application of mathematical skills. We focus not only on the mathematical methods but also focus on mathematical vocabulary and to use Maths Mastery to broaden and deepen mathematical understanding. Vocabulary grids are accessible to all children in lessons through the knowledge organisers. The vocabulary is colour coded to show the progression of vocabulary across all year groups.
Homework
Children in Year 2 to Year 6 complete their homework activities using the online homework resources, such as MyMaths and Purple Mash. These programmes aim to build children’s’ engagement and consolidate maths knowledge.
Multiplication Tables Check
Year 4 complete an online multiplication tables check (MTC). The purpose of the MTC is to determine whether children can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify children 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.
Interventions
Maths interventions are used to help and support children who are not sufficiently fluent with earlier material to help them to revisit key strategies and develop their confidence towards Maths.
Knowledge organisers for each unit clearly outline to both children and parents the content which will be covered and the vocabulary to support this. They also provide previous learning objectives to show the progression of the subject.
Early Years Foundation Stage
In Early Years, Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding, and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure. The children are also provided with a range of story books that help to support their learning and provide a cross curricular link with literacy. We also ensure that children have opportunities to explore and use mathematics throughout the school day with their daily routines and through the use of puzzles, songs, and games.
Pupils are taught to:
Number
count reliably with numbers from 1 to 20
place them in order and say which number is one more or one less than a given number
add and subtract two single-digit numbers and count on or back to find the answer using quantities and objects
solve problems, including doubling, halving and sharing
Shape, space and measure
use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems
recognise, create and describe patterns
explore characteristics of everyday objects and shapes
use mathematical language to describe them.
Mathematics Learning Journey
mathematics learning journey 2022 2023.pdf
Curriculum Impact
The expectation is that the majority of children 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 children’s’ understanding and their readiness to progress to the next stage. Children who grasp concepts rapidly are challenged through being offered rich and diverse complex problems before any acceleration through new content; this allows them to apply their skills into a different context. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Throughout each lesson formative assessment takes place and feedback is given to the children through marking and next step tasks to ensure they are meeting the specific learning objective. 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. Each term children from Year 2 and above complete a summative assessment to help them to develop their testing approach and demonstrate their understanding of the topics covered. Key Stage 1 use a combination of Rising Stars, PIXL tests and previous SATs papers (Year 2) whilst Key Stage 2 use Pixl tests and previous SATs papers (Year 6.) The results from both the formative assessment and summative assessment is then used to determine children’s progress and attainment. These tests provide teachers with a GAP analysis report for each child that are then used to influence their planning. The results from both the formative assessment and summative assessment are then used to determine children’s progress and attainment.
The teaching of maths is also monitored on a termly basis through lesson visits, book looks and by analysing data. book scrutinies, learning walks and lesson observations.