Mathematics Vision statement

Curriculum At Birdsedge First School, mathematics is delivered through the White Rose Curriculum. The curriculum is spiraled, so children build learning over time drawing on previous learning. From the earliest stages of the curriculum, children will develop fluency – understanding number, place value and calculations. They will also practice solving problems using their mathematical knowledge. Finally, they will reason by explaining how maths can be used to solve a problem or explain an answer.

Mathematics Vision Statement At Birdsedge First School our vision is to enable all children to be confident with using mathematical knowledge and skills to solve problems. We believe that in order to do this, a strong understanding of number needs to underpin everything and children should have opportunities to apply and learn Mathematical concepts across the full curriculum

The curriculum builds over time to ensure children cover topics each year building on the previous year’s learning and preparing for the next steps. The curriculum is fully matched to the middle School Year 6 curriculum to ensure a smooth transition.

Vocabulary

Birdsedge First School

The vocabulary the staff will use taken from the National Curriculum and other guidance. Teachers will however strive to extend this by using new and challenging Tier 3 vocabulary that will broaden the children’s language acquisition when speaking and listening.

Key vocabulary should be displayed with the children’s Mathematics’ work.

Developing Skills Mathematics at Birdsedge First School delivers the requirements of the National Curriculum through the ‘White Rose’ scheme of work. Teachers follow the planning provided -although there are opportunities to adapt and personalise the learning to meet the individual needs of our children through additional resources. Children learn through the CPA approach (Concrete – using actual objects; Pictorial – using pictures to represent numbers and the Abstract – being able to calculate in mathematical language. This learning starts in EYFS and builds throughout Key Stage 1 and 2. Some children continue to use concrete and pictorial resources which help them develop their understanding of the abstract.

The lessons are carefully sequenced in the programme to ensure progression and opportunities to review, remember, retrieve, deepen and apply their knowledge, skills and understanding.

Accurate mathematical language is introduced and used to ensure children develop an expert understanding of how to become great mathematicians.

Sequence of lessons.

Our lesson sequences have been carefully designed to enable children to build on previously taught concepts and their existing understanding. Teachers then cater lessons to respond to children’s understanding. Each lesson contains demonstrations or practical activities linked to the concept being taught, so that children can explore and experiment with the challenging ideas contained in the curriculum.

What we will cover….  Place Value  Addition, subtraction, multiplication and division  Shape and space including 2d and 3d shapes.  Measure including: Are, length, height, perimeter, mass, capacity, temperature, weight and volume  Fractions, decimals and percentages  Position and Direction  Time  Data handling and Statistics These will be delivered through:

The curriculum is spiraled – this simply means that children will revisit topics regularly. Sometimes this will be within the academic year and sometimes from year to year. Younger children will do daily work in understanding number from counting accurately in Reception to reciting the timetables to 12 by the end of Year 4.

The order of lessons are carefully planned to ensure steps in learning support children to develop a deep understanding.

 Fluency activities to help children become mathematicians  Problems solving activities to help children use their mathematical knowledge to solve problems  Reasoning activities where children explain answers applying their mathematical knowledge

Measuring the Impact: Implementing the curriculum Most lessons will begin with a recap/recall activity. This helps children remember important learning which will be useful in the lessons. It also allows the teacher to assess and identify any gaps. Secondly, pupils will be introduced to the topic they are learning and then they will apply that learning in a range of activities. Finally, teachers will assess how well children have understood the topic taught. Then then use this information to make adaptations to future learning or to put in place some catch up sessions should they be required.

As part of the White Rose scheme, there are a number of assessments which enable teachers to check how well children have learnt the curriculum. These are used to make sure individual children receive the help they need; future learning takes account of any ‘gaps’ and curriculum planning is covering topics in sufficient depth.

All pupils follow the curriculum for their year group. Some children may be given additional resources to support them.

However, our aim is to ensure all children are fluent mathematicians by the time they leave Birdsedge First School.