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Branston Church of England Infant Academy

'The Best We Can Be'

Maths

Branston Infants Church of England Academy Maths Curriculum

Covid Response

As a school we are using the NCETM curriculum prioritisation materials to inform our response to Covid in mathematics.  Teachers will use their professional judgement and the prioritisation advice to inform their planning over the Summer Term.

https://www.ncetm.org.uk/classroom-resources/curriculum-prioritisation-in-primary-maths/

 

Intent

Our curriculum is designed to encourage the development of our school values: love, forgiveness, perseverance, kindness, honesty and respect alongside meeting the specific needs of our community. Pupils study the full curriculum as exemplified by the National Curriculum.

Our Maths curriculum ensures that children at Branston Infants have the knowledge and skills required to be successful with maths in their learning and their wider lives.  We strongly believe in the mastery approach towards teaching and learning mathematics.

The children will have:

• A deep understanding of the important concepts and an ability to make connections within mathematics.

• A broad range of skills in using and applying mathematics to different contexts and representations.
• The ability to reason, generalise and make sense of solutions.

• The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.

• Fluent knowledge and recall of number facts and the number system.
• Fluency in performing written and mental calculations and mathematical techniques.
• A wide range of mathematical vocabulary.
• The ability to think independently and to persevere when faced with challenges, showing a confidence of success.

• The ability to embrace the value of learning from mistakes and false starts.
• A commitment to and passion for the subject. 

 

Maths in EYFS

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. This year as a school we are part of the NCTEM Mastery Number program, starting in reception through to year two. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

 

Implementation

At Branston Infants all of our children are mathematicians.  We teach maths using the key themes of a mastery led curriculum.  From EYFS through to Y2 we teach using the Mastery Number program and the White Rose Maths schemes, which ensure that the content is both progressive and spiralling. 

We have a very strongly held view that the vast majority of our children are able to grasp the mathematical concepts applicable to their year group and that they should all regularly have the opportunity to apply these concepts through reasoning and solving problems in different contexts.  They will have the opportunity to experiment with and represent their thoughts, ideas and solutions using practical resources, images and mathematical symbols. 

We believe that every child has the right to achieve high expectations without a pre-conceived limit being put on their ability or attainment. The ability to succeed is not fixed and this is clear in both lesson design and class teaching. Therefore, all children, other than those who have a clearly identified and significant learning need (Clearly planned intervention or pre-learning takes place to support the needs of children who have clearly identified and significant learning needs)  are given the opportunity to access each lesson regardless of previous attainment and the role of the teacher is to scaffold learning so that gaps are short, if there at all.  

 

Our aim is to build the strong foundations, which allow the pupils to be successful in the long term – going beyond their time at Branston Infants Church of England Academy.  To do this we believe all pupils need a sound and deep understanding of the age related content, as opposed to being rushed through the curriculum with short term success, but with only a fragile understanding of the structure of the learning, as this fragility has been shown to lead to misconceptions and difficulties in future learning.

 

We recognise that within a lesson there may be a few pupils who are ‘higher attaining’ within a particular concept.  These pupils will be challenged within lessons (once they have worked through the core learning) to solve ‘Greater Depth’ problems, but will not be pushed onto content beyond their year group.

All children will develop a fluency with number both when recalling key facts and when performing calculation with efficiency. This is achieved through regular fluency sessions which aim to; practice, memorise and learn new key facts and skills.

White Rose have combined the best of both ‘mastery’ and ‘spiral’ approaches in their curriculum. It follows many of the mastery principles – spending longer on topics to help gain deeper understanding, making connections, keeping the class working together on the same topic and a fundamental belief that, through effort, all pupils are capable of understanding, doing and improving at mathematics. They also recognise that just spending a good chunk of time on a topic doesn’t mean that all pupils will ‘master’ it the first time they see it, and that they need to see it again and again in different contexts and in different years to help them truly develop their understanding on their journey to mastery, so they’ve built in the revisiting and reinforcing features of spiral curricula too.

 

In EYFS children are given access to Numbots which is a fun Maths App that helps children to develop their addition and subtraction skills. As they progress through the school, they are then given access to Times Table Rock Stars, which is another fun App to support children with their recall of multiplication and division facts. These games are used to supplement planned homework.

 

Impact

As mathematicians, at the end of each Key Stage, the vast majority of pupils have a sustained mastery of the content, that is, they remember it all and are fluent in it; some pupils have a greater depth of understanding.

The Essence of Maths Teaching for Mastery (NCETM)

 

  • Maths teaching for mastery rejects the idea that a large proportion of people ‘just can’t do maths’.
  •  All pupils are encouraged by the belief that by working hard at maths they can succeed.
  • Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time, as happens in Shanghai and several other regions that teach maths successfully. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind.
  •  If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson.
  •  Lesson design identifies the new mathematics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning.
  • Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.
  •  It is recognised that practice is a vital part of learning, but the practice used is intelligent practice that both reinforces pupils’ procedural fluency and develops their conceptual understanding.
  •  Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.
  • Key facts such as multiplication tables and addition facts within 10 are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts.

 

 

Lets Celebrate Our Success.

 

 

Useful Links to Support Maths

White Rose Maths

These videos relate to the White Rose overview. 

They are designed for parents to use at home to supplement school based learning.

https://whiterosemaths.com/homelearning/

 

The booklets are free to download and are also designed to be used at home by parents.

https://whiterosemaths.com/for-parents/parent-workbooks/

 

These videos provide a 'Big Picture' overview of the learning, which occurs throughout primary school.

 https://whiterosemaths.com/for-parents/maths-with-michael/

 

Numbots & Timetable Rockstars

https://play.numbots.com/#/account/school-login/89258

https://ttrockstars.com/

 

NCETM and Numberblocks Resources

https://www.ncetm.org.uk/classroom-resources/ey-numberblocks-at-home/

 

 

Magical Maths Moments

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