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Maths
We understand the importance of fostering a love for the learning of mathematics, supported by encouraging and positive staff who help our children to build resilience and independence. We use the Maths No Problem scheme of work from Years Reception to 6 and the mastery approach throughout school. Pupils at Brimsdown know that their maths learning is about asking questions and thinking about relationships. They understand that their role is to think and make sense of maths. In order for our pupils to become fluent, to reason and to be problem-solvers our lessons are : - active and use concrete and pictorial resources to support the abstract. - challenging and enjoyable. - designed to encourage pupils to enquire, pattern-seek and make conjectures. - rich in mathematical talk. - responsive to the needs of each pupil. - based on the expectation that pupils are responsible for their own learning. - differentiated through questions, resources and teacher/TA support rather than ability groupings and different task
Rationale links to The National Curriculum of Fluency, Reasoning and Problem Solving.
Vision
Pupils at Brimsdown will experience deep maths learning in order to become life-long mathematicians and confident problem-solvers. They will think, make sense and reason about maths and the world around them. They will question and respond to questions with intuition and they will think openly and freely. Our pupils will view mistakes as learning opportunities and use the learning from them to make positive differences to their lives maths learning in order to become life-long mathematicians and confident problem-solvers. They will think, make sense and reason about maths and the world around them. They will question and respond to questions with intuition and they will think openly and freely. Our pupils will view mistakes as learning opportunities and use the learning from them to make positive differences to their lives.
5 Theories Behind Maths! No problem.
Piaget- Children have ample time to process new ideas- Explore task
Zoltan Dienes- Time to explore using concrete materials
Vygotsky- Collaborative learning- Partner talk and group work
Richard Skemp- Making connections between learning and knowledge- cent = century = centurion
Jerome Bruner- CPA approach- concrete moved from pictorial to abstract.
CPA Approach Explained | Learn the Concrete, Pictorial, Abstract Method (mathsnoproblem.com)
INTENT
At Brimsdown we strive to cr eate a safe, inclusive and aspirational environment to improve the life chances for all pupils.
Inclusive-Inclusive maths lessons give every child the chance to take part in lessons and feel valued. It’s a crucial responsibility to ensure everyone has fair access to the curriculum. Mixed ability seating (Kagan Seating Groups)The lessons are low threshold–high ceiling. With an LTHC approach — one grounded in the growth mindset philosophy of Carol Dweck and popularised by mathematician Jo Boaler — advanced learners will always be engaged and challenged.
Vocabulary- Taught through vocabulary bookmark reflections and end of unit reviews.
Cultural Capital- The MNP curriculum supports children with transitions through to secondary school and further.
Cultural Diversity- Supports children's motivation and a strong maths culture with MNP focus people being culturally diverse.
Stability- MNP is taught throughout the school from reception to Year 6. Children are familiar with the structure of the lessons.
EYFS
Year 1
Year 1- Progression Sheets.pdfYear 2
Year 2- Progression Sheets.pdfYear 3
Year 3- Progression Sheets.pdfYear 4
Year 4- Progression Sheet.pdfYear 5
Year 5 Progression Sheets.pdfYear 6
Year 6 Progression sheet.pdfPage updated
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