Maths Curriculum

Vision and Policy

Mathematics is a beautiful subject which has its own unique place in the curriculum at Woodheys. It provides pupils with powerful ways to describe, analyse and solve problems. Pupils can experience a sense of awe and wonder as they solve a problem for the first time, discover a more elegant solution and make links between different areas of mathematics.

Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. The language of mathematics is international. The subject transcends cultural boundaries and its importance is universally recognised. 

• The basic skills of mathematics are vital for the life opportunities of our children;
• Mathematics develops the mind and those highly valued cognitive skills.

Pupils at Woodheys study mathematics to become functioning adults who are able to think mathematically enabling them to reason, solve problems and assess risk in a range of contexts.

Key Features

• High expectations for every child
• Fewer topics, greater depth
• Number sense and place value come first
• Focus on mathematical thinking and language
• Resources to support
• Problem solving is central
• Calculate with confidence– understand why it works
• Teaching incorporates the 5 big ideas of teaching for mastery (coherence, representation and structure, mathematical thinking, fluency and variation)

Mathematics Mastery places emphasis on the cumulative mastery of essential knowledge and skills in mathematics. It embeds a deeper understanding of maths by utilising a concrete, pictorial, abstract approach so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening. Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.

Aims

• To implement the current legal requirements of the Foundation Stage (FS) and the National Curriculum (NC).
• to foster positive attitudes, fascination and excitement of discovery through the teaching and learning of mathematical concepts
• to develop a ‘can do’ attitude in our children
• to broaden children’s knowledge and understanding of how mathematics is used in the wider world
• to enable our pupils to use and understand mathematical language and recognise its importance as a language for communication and thinking

Organisation of Teaching and Learning

Lesson Structure

Lessons should include a range of learning points

• Do it now tasks (focusing on Last Lesson, Last Week, Last Term and a Use It or Lose It task)
• Daily Times Tables
• Try its
• New Learning – introduced in a wide range of ways – including guided activities, focus tasks
• Partner and Group work
• Independent Learning
• Language Development
• Concrete, Pictorial and Abstract representations

        EYFS

In the Foundation Stage (FS), teaching is planned through adult supported teaching and learning. Daily opportunities to informally develop mathematical understanding through child-initiated activities and routines are capitalised upon.

        KS1 and KS2

In Key Stage 1 (KS1) and 2 (KS2), teaching follows the National Curriculum and White Rose Hub materials. This involves a daily mathematics lesson, pre/ post teaching sessions and specific Times Tables sessions.

Planning

At Woodheys, we use the White Rose Mathematics Hubs resources to support us in our planning. 

• Long term plans map out the units to be covered each term, during each Key Stage.
• Medium term plans identify learning objectives and outcomes for each unit, as well as indicating the skills being taught.
• Short term plans prepared by each teacher, highlight the skills and objectives of the lesson, and identify resources and appropriate differentiation. They also indicate key questions and stem sentences.

Resources

Each class has a range of recourses to support learning. These are easily accessible for the children so that they can lead their own learning.

• In class resources to support calculation and problem solving.
• Different environments - classrooms, outdoor learning spaces and the hall.
• A range of ICT software to support the teaching of specific concepts including Times Tables Rockstars and Education City which can be used at home.
• The White Rose Mathematics Hub Mastery resources are used by all classes for planning and activities.
• Activities are supported by other resources including: I See Reasoning, Nrich and NCETM resources.

Times Tables

Effective understanding and recall of times tables is the foundation of most of the mathematics children will do at primary school and the mathematics curriculum involves children being fluent in number skills. Our times tables scheme includes inverse operations, a range of representations and problem solving, which are all vital skills in mathematics. This will be taught in all year groups, with Years 5 and 6 covering all times tables. In Years 2 to 4 the times tables will be taught in line with the curriculum objectives.  The children are tested weekly using Times Tables Rockstars sheets.

Assessment

        EYFS

• Reception Class practitioner’s ongoing observational assessments made early in Autumn Term 1 ascertain a baseline which then informs subsequent teaching and learning for each child.
• Future attainment is noted using photographs and observational notes. Progress is recorded in each child’s Learning Journey and the next steps to be taken are identified. Progress is monitored termly.
• Statutory assessments are made on entry and on exit of the FS.

        KS1 and KS2

• In the daily mathematics lesson, formative assessments are made on a day-today basis. Practitioners observe, question and evaluate lesson outcomes to further determine progress made and the next steps in learning.
• Pre/ post assessments take place for each new unit of work using the White Rose Mathematics Hub end of block assessments. 
• Summative assessments are made at the end of each term to monitor children’s knowledge and understanding of concepts taught. White Rose Mathematics Hub tests are used in all year groups from 1 – 6.
• Progress is discussed at termly ‘Pupil Progress Meetings’ and focus children are indicated.
• Statutory assessments are made at the end of each key stage, as well as the Times Tables check at Year 4.

Calculation Policy

Maths Curriculum

Vision and Policy

Mathematics is a beautiful subject which has its own unique place in the curriculum at Woodheys. It provides pupils with powerful ways to describe, analyse and solve problems. Pupils can experience a sense of awe and wonder as they solve a problem for the first time, discover a more elegant solution and make links between different areas of mathematics.

Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. The language of mathematics is international. The subject transcends cultural boundaries and its importance is universally recognised. 

• The basic skills of mathematics are vital for the life opportunities of our children;
• Mathematics develops the mind and those highly valued cognitive skills.

Pupils at Woodheys study mathematics to become functioning adults who are able to think mathematically enabling them to reason, solve problems and assess risk in a range of contexts.

Key Features

• High expectations for every child
• Fewer topics, greater depth
• Number sense and place value come first
• Focus on mathematical thinking and language
• Resources to support
• Problem solving is central
• Calculate with confidence– understand why it works
• Teaching incorporates the 5 big ideas of teaching for mastery (coherence, representation and structure, mathematical thinking, fluency and variation)

Mathematics Mastery places emphasis on the cumulative mastery of essential knowledge and skills in mathematics. It embeds a deeper understanding of maths by utilising a concrete, pictorial, abstract approach so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening. Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.

Aims

• To implement the current legal requirements of the Foundation Stage (FS) and the National Curriculum (NC).
• to foster positive attitudes, fascination and excitement of discovery through the teaching and learning of mathematical concepts
• to develop a ‘can do’ attitude in our children
• to broaden children’s knowledge and understanding of how mathematics is used in the wider world
• to enable our pupils to use and understand mathematical language and recognise its importance as a language for communication and thinking

Organisation of Teaching and Learning

Lesson Structure

Lessons should include a range of learning points

• Do it now tasks (focusing on Last Lesson, Last Week, Last Term and a Use It or Lose It task)
• Daily Times Tables
• Try its
• New Learning – introduced in a wide range of ways – including guided activities, focus tasks
• Partner and Group work
• Independent Learning
• Language Development
• Concrete, Pictorial and Abstract representations

        EYFS

In the Foundation Stage (FS), teaching is planned through adult supported teaching and learning. Daily opportunities to informally develop mathematical understanding through child-initiated activities and routines are capitalised upon.

        KS1 and KS2

In Key Stage 1 (KS1) and 2 (KS2), teaching follows the National Curriculum and White Rose Hub materials. This involves a daily mathematics lesson, pre/ post teaching sessions and specific Times Tables sessions.

Planning

At Woodheys, we use the White Rose Mathematics Hubs resources to support us in our planning. 

• Long term plans map out the units to be covered each term, during each Key Stage.
• Medium term plans identify learning objectives and outcomes for each unit, as well as indicating the skills being taught.
• Short term plans prepared by each teacher, highlight the skills and objectives of the lesson, and identify resources and appropriate differentiation. They also indicate key questions and stem sentences.

Resources

Each class has a range of recourses to support learning. These are easily accessible for the children so that they can lead their own learning.

• In class resources to support calculation and problem solving.
• Different environments - classrooms, outdoor learning spaces and the hall.
• A range of ICT software to support the teaching of specific concepts including Times Tables Rockstars and Education City which can be used at home.
• The White Rose Mathematics Hub Mastery resources are used by all classes for planning and activities.
• Activities are supported by other resources including: I See Reasoning, Nrich and NCETM resources.

Times Tables

Effective understanding and recall of times tables is the foundation of most of the mathematics children will do at primary school and the mathematics curriculum involves children being fluent in number skills. Our times tables scheme includes inverse operations, a range of representations and problem solving, which are all vital skills in mathematics. This will be taught in all year groups, with Years 5 and 6 covering all times tables. In Years 2 to 4 the times tables will be taught in line with the curriculum objectives.  The children are tested weekly using Times Tables Rockstars sheets.

Assessment

        EYFS

• Reception Class practitioner’s ongoing observational assessments made early in Autumn Term 1 ascertain a baseline which then informs subsequent teaching and learning for each child.
• Future attainment is noted using photographs and observational notes. Progress is recorded in each child’s Learning Journey and the next steps to be taken are identified. Progress is monitored termly.
• Statutory assessments are made on entry and on exit of the FS.

        KS1 and KS2

• In the daily mathematics lesson, formative assessments are made on a day-today basis. Practitioners observe, question and evaluate lesson outcomes to further determine progress made and the next steps in learning.
• Pre/ post assessments take place for each new unit of work using the White Rose Mathematics Hub end of block assessments. 
• Summative assessments are made at the end of each term to monitor children’s knowledge and understanding of concepts taught. White Rose Mathematics Hub tests are used in all year groups from 1 – 6.
• Progress is discussed at termly ‘Pupil Progress Meetings’ and focus children are indicated.
• Statutory assessments are made at the end of each key stage, as well as the Times Tables check at Year 4.

Calculation Policy

Maths Curriculum

Vision and Policy

Mathematics is a beautiful subject which has its own unique place in the curriculum at Woodheys. It provides pupils with powerful ways to describe, analyse and solve problems. Pupils can experience a sense of awe and wonder as they solve a problem for the first time, discover a more elegant solution and make links between different areas of mathematics.

Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. The language of mathematics is international. The subject transcends cultural boundaries and its importance is universally recognised. 

• The basic skills of mathematics are vital for the life opportunities of our children;
• Mathematics develops the mind and those highly valued cognitive skills.

Pupils at Woodheys study mathematics to become functioning adults who are able to think mathematically enabling them to reason, solve problems and assess risk in a range of contexts.

Key Features

• High expectations for every child
• Fewer topics, greater depth
• Number sense and place value come first
• Focus on mathematical thinking and language
• Resources to support
• Problem solving is central
• Calculate with confidence– understand why it works
• Teaching incorporates the 5 big ideas of teaching for mastery (coherence, representation and structure, mathematical thinking, fluency and variation)

Mathematics Mastery places emphasis on the cumulative mastery of essential knowledge and skills in mathematics. It embeds a deeper understanding of maths by utilising a concrete, pictorial, abstract approach so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening. Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.

Aims

• To implement the current legal requirements of the Foundation Stage (FS) and the National Curriculum (NC).
• to foster positive attitudes, fascination and excitement of discovery through the teaching and learning of mathematical concepts
• to develop a ‘can do’ attitude in our children
• to broaden children’s knowledge and understanding of how mathematics is used in the wider world
• to enable our pupils to use and understand mathematical language and recognise its importance as a language for communication and thinking

Organisation of Teaching and Learning

Lesson Structure

Lessons should include a range of learning points

• Do it now tasks (focusing on Last Lesson, Last Week, Last Term and a Use It or Lose It task)
• Daily Times Tables
• Try its
• New Learning – introduced in a wide range of ways – including guided activities, focus tasks
• Partner and Group work
• Independent Learning
• Language Development
• Concrete, Pictorial and Abstract representations

        EYFS

In the Foundation Stage (FS), teaching is planned through adult supported teaching and learning. Daily opportunities to informally develop mathematical understanding through child-initiated activities and routines are capitalised upon.

        KS1 and KS2

In Key Stage 1 (KS1) and 2 (KS2), teaching follows the National Curriculum and White Rose Hub materials. This involves a daily mathematics lesson, pre/ post teaching sessions and specific Times Tables sessions.

Planning

At Woodheys, we use the White Rose Mathematics Hubs resources to support us in our planning. 

• Long term plans map out the units to be covered each term, during each Key Stage.
• Medium term plans identify learning objectives and outcomes for each unit, as well as indicating the skills being taught.
• Short term plans prepared by each teacher, highlight the skills and objectives of the lesson, and identify resources and appropriate differentiation. They also indicate key questions and stem sentences.

Resources

Each class has a range of recourses to support learning. These are easily accessible for the children so that they can lead their own learning.

• In class resources to support calculation and problem solving.
• Different environments - classrooms, outdoor learning spaces and the hall.
• A range of ICT software to support the teaching of specific concepts including Times Tables Rockstars and Education City which can be used at home.
• The White Rose Mathematics Hub Mastery resources are used by all classes for planning and activities.
• Activities are supported by other resources including: I See Reasoning, Nrich and NCETM resources.

Times Tables

Effective understanding and recall of times tables is the foundation of most of the mathematics children will do at primary school and the mathematics curriculum involves children being fluent in number skills. Our times tables scheme includes inverse operations, a range of representations and problem solving, which are all vital skills in mathematics. This will be taught in all year groups, with Years 5 and 6 covering all times tables. In Years 2 to 4 the times tables will be taught in line with the curriculum objectives.  The children are tested weekly using Times Tables Rockstars sheets.

Assessment

        EYFS

• Reception Class practitioner’s ongoing observational assessments made early in Autumn Term 1 ascertain a baseline which then informs subsequent teaching and learning for each child.
• Future attainment is noted using photographs and observational notes. Progress is recorded in each child’s Learning Journey and the next steps to be taken are identified. Progress is monitored termly.
• Statutory assessments are made on entry and on exit of the FS.

        KS1 and KS2

• In the daily mathematics lesson, formative assessments are made on a day-today basis. Practitioners observe, question and evaluate lesson outcomes to further determine progress made and the next steps in learning.
• Pre/ post assessments take place for each new unit of work using the White Rose Mathematics Hub end of block assessments. 
• Summative assessments are made at the end of each term to monitor children’s knowledge and understanding of concepts taught. White Rose Mathematics Hub tests are used in all year groups from 1 – 6.
• Progress is discussed at termly ‘Pupil Progress Meetings’ and focus children are indicated.
• Statutory assessments are made at the end of each key stage, as well as the Times Tables check at Year 4.

Calculation Policy