Mathematics

Vision

At Charles Warren Academy, we believe that every child has the potential to succeed in mathematics. By the end of Year 6, we envisage our children to be able to think mathematically, be able to reason logically and be confident and accurate mathematicians. We aim to equip our children with the mathematical skills to apply to real life situations.

Approach

Our lessons are taught following the mathematics mastery approach. All children have access to the same curriculum content. Rather than being extended with new learning, children are taught to deepen their conceptual understanding by tackling challenging and varied problems. Pupils have opportunities to demonstrate their understanding through the use of concrete materials and pictorial representations. Lessons are carefully sequenced, which address children’s conceptual understanding, language and communication and mathematical thinking.

All children are expected to achieve well.

Intent – What are we trying to achieve?

Our intent for mathematics is for all children to achieve given the appropriate learning experiences within and beyond the classroom. We want our children to develop the confidence to apply their learning in different situations by building a deep conceptual understanding of mathematics. We aim for our children to become confident, independent mathematicians who can articulate, discuss and explain their reasoning using appropriate mathematical language.

Implementation –What does this look like in practice?

Our maths curriculum is knowledge-rich and allows for cumulative development of both knowledge and skills. Mathematical concepts taught allow pupils to continuously make connections in new areas of mathematics to further consolidate learning across the primary phase.

Mathematics is taught through daily with an additional arithmetic daily lesson.

Each daily lesson has a six part lesson structure in EYFS – Year 5:

Year 6 pupils are taught through a small step progression approach, where they access learning at their own pace whilst still achieving high standards following the mastery approach.

Informal assessments are carried out in every maths lesson by teachers (through tasks completed and live marking). GL assessments are completed at different points of the year.

Pupils are provided with opportunities at each part to focus on conceptual understanding, language and communication and mathematical thinking in relation to the concept being taught. This is evident through:

A cumulative curriculum that builds upon learning.
Pupils being exposed to multiple representations to strengthen conceptual understanding.
Confidently using correct mathematical language when communicating mathematical problems and articulating learning.
Careful us of questioning throughout lessons to encourage deeper thinking.

Our mathematics curriculum is inclusive of all needs ensures that all children can be supported through the use of scaffolds and challenges. All teaching staff have been trained and supported to implement the approach in each class to ensure consistency across the school.

Impact – What is the impact of our curriculum?

We expect all children to make good progress in mathematics from their starting points. Children will be happy, confident learners who will actively be able to discuss their learning with others. They will be equipped with a strong knowledge of number and be able to problem solve and reason effectively; they will also be able to apply their mathematical knowledge to other areas of the curriculum as well as real-life problems.

By the time children leave our school they will:

Be fluent in the fundamentals of mathematics, with a conceptual understanding, and the ability to recall and apply knowledge rapidly and accurately.
They would have developed the skills to solve problems by applying mathematics to a variety of situations, including real-life scenarios.
Develop a love and understanding of mathematics and the importance of maths in the wider world.

Curriculum Maps R-Y6.pdf

Vocabulary List Reception to Year 6.pdf

Key representations Y1-5.pdf

Working walls

Reception

Year 2

Year 6

Doodle

Parent ‘how to’ videos link - https://www.doodlemaths.com/parent-videos/

Doodle parent videos link - https://player.vimeo.com/video/369872576

scan_mwallace_2021-03-03-11-42-52.pdf

TT Rockstars

rock_status_poster.pdf

parent guide.docx

keep calm and rock on poster.docx

Fractions cheat sheet for parents (and children)

Fractions cheat sheet for parents.docx

Maths Dictionary

Primary_Maths_Dictionary_TSL.pdf

Further useful information

FOUR WAYS TO BEAT THE SUMMER MATHS SLUMP

To understand what specific interventions and home supports would alleviate summer math loss, more research is needed. But here are four fun ways for parents to help their children practice maths skills over the summer, based on work by Christodoulou, Lynch, and HGSE’s master teacher in mathematics, Noah Heller.

Highlight the maths in every day activities. When shopping, help kids calculate change or discounts. When watching a baseball game, talk about what players’ statistics mean. When cooking, try halving or doubling a recipe, and assist kids in figuring out the new proportions.
Read short maths stories together. Studies have shown that reading maths-focused stories to children, such as Bedtime Maths books or the Family Maths series, can help boost math scores in school.
Play maths games. Games like Yahtzee, Racko, Blokus, Monopoly, and Set all rely on skills necessary for maths, such as counting, categorizing, and building. Even playing with blocks and assembling jigsaw puzzles can help kids learn spatial skills and recognize patterns.
Find small ways to practice maths at home. While worksheets alone won’t solve summer math slump, small amounts of practice with basic formulas can help. Problem-of-the-day math calendars are a great way to practice basic math problems on a small scale. Parents can also find resources on Investigations about what types of mathematical procedures they should be practicing with their children.