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INTENT
INTENT
At Whitefield Primary School, our children are Mathematicians!
Our Maths provision at Whitefield Primary School aims to build a curriculum which develops learning and results in the acquisition of knowledge and skills so that all pupils know more, remember more and understand more.
When teaching mathematics, we intend to use a variety of teaching methods and resources that allow all pupils equal access to mathematics and to experience maths success and enjoyment throughout their lives. Over time, children will become more resilient learners who are able to understand that to make mistakes or become stuck is a necessary step in any learning. Children will be appropriately challenged and supported through varied fluency, reasoning and problem solving. Irrespective of personal starting points, children will explore maths in depth, and use a range of mathematical vocabulary to reason and explain their own thinking. Pupils will continue to build their knowledge by recalling and adding to previous knowledge and skills, then apply these new skills to a wide variety of contexts both within maths and across the curriculum.
We implement our approach through quality first teaching and the delivery of appropriately pitched work for all groups of learners supported by the materials from White Rose Scheme of Learning, NCETM and an external maths consultant.
Embedded throughout lessons are the 5 Principles of Mastery. To ensure lessons are coherent they are broken down into small, connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply to a range of concepts. Representations are used in lessons to expose the mathematical structure being taught, with the aim to be that pupils can do the maths without recourse to the representation. Mathematical thinking encourages the pupils to think, reason and discuss ideas and strategies within their classroom environment. Pupils become fluent mathematicians through quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics. Variation is built on over a sequence of lessons and represents concepts in more than one way.
IMPLEMENTATION
IMPLEMENTATION
EARLY YEARS
Through our Maths Mastery approach, number fluency is continually developed within early years, our Mathematical curriculum covers ‘Number and Shape, Space and Measures.’ Children participate in short maths sessions daily and are given time to explore mathematical concepts, test ideas, develop their understanding and practise taught skills through play. Maths can be found in all areas of our provision and children experience it in a purposeful and meaningful context within their play and daily routines. Our mud kitchen, water wall, construction areas, large sand pit and domestic role play are just some of the areas in which children can explore number, shape, space and measures. Children are encouraged to use their mathematical understanding and skills to solve real life problems and practitioners are trained to identify and extend opportunities to foster this.
EYFS read a wide range of texts which are carefully linked to their main themes. They also have a list of texts which are used throughout the year to support mathematical concepts.
KEY STAGE 1 AND 2
From Y1 through to Y6, Maths lessons are planned and delivered using a specially designed four part lesson consisting of Connect, Language, Attempt and Apply and Depth. Teachers use the White Rose Scheme of Learning resources to support the careful planning of each small step for each unit. It is underpinned by the concrete, pictorial, abstract (CPA) approach. Classrooms have a range of mathematical resources made available for children in each key stage. These include, but are not limited to, Numicon, Base 10, place value counters, bead strings, number lines, digit cards and hundred squares. Varied starting points and timely teacher interventions are utilised in response to teachers’ ongoing formative assessments through effective deployment of teaching assistants.
In addition to daily maths lessons, KS1 access the White Rose Fluency Bee programme which aims to secure the firm foundations needed in the development of good number sense through the use of appropriate manipulatives.
Y2 - Y6 children access a daily maths skills session designed by their teacher. This provides opportunities for all children to practise their mental and calculation knowledge. This serves to reinforce and consolidate previous learning; increase fluency, speed and accuracy; and improve confidence through the spaced learning approach. Regular use of ‘TT Rockstars’ within school and home enables children to practise multiplication and division knowledge.
Throughout each lesson formative assessment takes place and feedback is given to the children through marking and where appropriate targets set to ensure they are meeting the specific learning objective. Teacher’s then use this assessment to influence their planning and ensure they are providing a mathematics curriculum that will allow all children to progress. The teaching of maths is monitored on a termly basis through regular book looks, learning walks and lesson observations. Each term, children from Year 1 and above complete a summative assessment to help them to develop their testing approach and demonstrate their understanding of the topics covered, using White Rose End of Term testing. Years 2 and 6 also use previous SATs papers. The results from both the formative assessment and summative assessment are then used to determine children’s progress and attainment.
OVERVIEW
OVERVIEW
KEY STAGE 1
LOWER KEY STAGE 2
UPPER KEY STAGE 2
MATHS LESSONS
MATHS LESSONS
LESSON STRUCTURE
LESSON STRUCTURE
Connect, Language, Attempt & Apply, Depth
This 45 minute session is taught daily in the morning across all year groups. The session is made up of four parts - Connect, Language, Attempt and Apply and Depth.
Connect
Children are set a task which they are able to complete independently. The task will be something previous taught in the unit or a skill which will help support the Attempt and Apply part of the session.
Language
Children will be introduced to no more than three precise words which will be used throughout the session and will also be introduced to sentence stems which will support the learning and will help to make generalisations. This language is not taught explicitly here but just introduced. The language is looked at carefully at appropriate times throughout the session.
Attempt and Apply
In this part of the session the new step is explained and modelled by a teacher and children have opportunity to attempt and apply this skill. Teachers use an 'I do' 'we do' 'you do' sequence which can be repeated when needed. Appropriate structures are used to support children in 'seeing' the maths and are aimed not to be used as a tool to 'do' the maths but as a mental image to support deeper understanding of a concept.
Depth
Teachers use conceptual and procedural variation to encourage children to look at concepts from different perspectives and gain comprehensive knowledge whilst also reason logically and make connections to key features of a concept to solve problems.
Independent ‘ICLAD’
Children complete a task independently allowing them to practice their new learning and apply it to familiar questions and problems. Teachers can use this as a form of assessment to see how well the children understand the concept and to inform new learning.
This lesson model is highly based around the Five Big Ideas model from NCETM.
CLAD
CLAD
A CLAD format is used to map out the content of the lesson.
CLAD notes take pupils on a journey of mastering a small step of a unit. It reduces cognitive load and shows key representations. Children are encouraged to journal their thinking alongside their CLAD note as a tool to help them to understand concepts in depth.
EXEMPLIFICATION
EXEMPLIFICATION
MATHS SKILLS
MATHS SKILLS
A daily 15 minute skills session is delivered to all children Y1 - Y6. This is timetabled in separately from a maths lesson to avoid cognitive overload. The session consists of counting, fast four and times tables:
Counting
Whole class counting forwards and back appropriate to year group.
Counting in small groups
Fast four
KIRF (key instant recall facts from whole school overview)
Retrieval (a task set to recap learning from a previous unit)
Fluency (a task set to recap learning from previous White Rose step)
Reasoning (a task set from 'I see reasoning' document or other planning tools for a concept previously learned)
Times Tables
Whole school timetable dictates an order in which times tables are taught.
Children are taught one explicit lesson on a set times table per half term.
Children then focus mainly on set times table alongside continuing retrieval practise of other known times table facts.
WHOLE SCHOOL KIRF OVERVIEW.doc
LANGUAGE
LANGUAGE
Teachers use White Rose Scheme of Learning to help plan in possible sentence stems for each step taught. Vocabulary is progressive and we follow a separate language progression document which informs teachers of what to expect and how to build on children's previous knowledge.
Appropriate language for each step is briefly shared at the beginning of each lesson but is explored more in detail during the part of the lesson where language is used to enhance a deeper understanding.
Teachers also refer to White Rose's calculation policy glossary to ensure that language is consistent across school. This supports children when making generalisations and explaining their thinking.
NUMBER STACKS
NUMBER STACKS
At Whitefield, all children are given every opportunity to 'keep up' with the curriculum and meet or exceed the end of year expectations. However, we realise that there are still gaps which need addressing due to covid or other reasons. In order to cater for these needs, we use a programme designed to help children master the foundations of the number system.
The key skills are put into 5 categories:
Number and Place Value
Addition and Subtraction
Multiplication and Division
Fractions
Decimals and Percentages
Each child completes an initial assessment. This gives a clear indication of what age related expectation they are working at for each category. The categories are worked through in order and a child is not moved onto a new category until they are at age related expectation.
These sessions run outside of maths lessons to ensure all children are still taught the current curriculum objectives.
IMPACT
IMPACT
By the end of KS2 we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. Children will also recognise the importance of Mathematics as a facilitating subject to enable them to access other areas of learning and operate successfully is everyday life both now and in the future.
HOW DO WE KNOW WHAT THE CHILDREN HAVE LEARNED
HOW DO WE KNOW WHAT THE CHILDREN HAVE LEARNED
Questioning
Pupil Book Study talking about learning with the children
Talking to teachers
Low stakes ‘Drop-in’ observations
End of block and term assessments
Feedback and marking
Progress in book matches the curriculum intent
PUPIL BOOK STUDY TELLS US:
PUPIL BOOK STUDY TELLS US:
What impact is our CURRICULUM having?
What effect is the curriculum architecture having?
Does teaching support LONG-TERM LEARNING?
Is the evidence-led practice really being deployed at a classroom level, or is it superficial?
Do tasks enable pupils to THINK HARD and CREATE LONG-TERM MEMORY?How impactful are tasks, and do they help pupils to think hard and generate learning?
EXAMPLES OF LEARNING (Seesaw)
EXAMPLES OF LEARNING (Seesaw)
Y6
Today in maths we used cuisnaire rods to explore relationships and connections between non-defined amounts, we then created our own algebraic expressions. .
Y2
In maths, we have been recognising and making equal groups. We know that the groups are equal if they have the same value.
Y1
We have been partitioning numbers in maths. We used a part whole model and maths resources to help represent the tens and the ones in two digit numbers.
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