Intent: What are we trying to achieve?
Implementation: How will we achieve this?
We teach the mathematical aspects of children’s learning to the ELG and development matters statements as set out in the EYFS profile. Mathematics development involves providing children with opportunities:
Key stage 1:
We implement our approach through high quality teaching, delivering appropriately challenged work for individuals through streamed daily maths lessons. Teachers use the White Rose scheme to ensure progression and continuity across the school. Maths teaching in key stage 1 involves providing children with:
Impact: What difference will this make?
We aim to equip children with the necessary mathematical fluency, vocabulary and confidence in order to make links to previously learnt mathematical concepts and progress to the next stages of their learning. Throughout each lesson, children will be encouraged to reason and justify their approaches ensuring they have a deeper understanding of the curriculum objectives. Finally, children will revisit previously learnt concepts through overlearning and be able to demonstrate retention of skills through end of term and end of year assessments.
Through school we follow the White Rose scheme of work, this is too support continuity of approaches and language across the school. Children will hear mathematical vocabulary in a range of contexts and as children progress through school the are expected to use a range of mathematical vocabulary confidently. The vocabulary is model and promoted within lessons.
To help you understand how we teach different aspect of maths here is our schools calculation policy which breaks down the different teaching strands and explains to you a concrete, pictorial and abstract way of understanding maths.
Concrete learning- is a hands on approach, doing rather than watching. Children can use lots of resources to help them build an understanding of the mathematical concepts that are taking place.
Pictorial learning- Pictorial is the “seeing” stage. Here, visual representations of concrete objects are used to model problems. This stage encourages children to make a mental connection between the physical object they just handled and the abstract pictures, diagrams or models that represent the objects from the problem.
Abstract learning- Abstract thinking is the ability to consider concepts beyond what we observe physically. Recognizing patterns, analysing ideas, solving problems, and creating things all involve abstract thinking.
Pupil voice is an important measure of the implementation and impact of the Maths curriculum. Quantitative data is gathered through pupil surveys to give a reflection of children's opinions on a number of areas of the subject. At the bottom of the survey, there is an area for any additional comments children wish to make.