“Go deep enough into anything and you will find mathematics.” Dean Schlieter
Intent
- Swain house primary school strives towards shaping assured, confident and resilient mathematicians who relish the challenge of mathematics.
- Mathematics is integral to all aspects of life and we endeavour to ensure that our pupils develop a positive and enthusiastic attitude towards mathematics that will stay with them beyond their time with us.
- The children shall become independent, reflective thinkers, whose skills not only liberate them in maths but also support them across the curriculum.
- Swain house primary school will continually develop resilience, through the use of the 7 habits, to ensure children can confidently reason and problem solve by applying mathematics to a variety of increasingly complex problems.
- The mathematics curriculum at swain house primary school equips pupils with a powerful set of skills to help them understand the world. These skills include making connections, logical reasoning, and the ability to think in abstract ways.
- The curriculum will develop conceptual understanding and the ability to recall and apply knowledge rapidly and will build upon the childrens prior knowledge and understanding from early years to year 6.
Implementation
- Our mathematics curriculum at swain house primary is based on units of work that are specifically linked to each year group. These units of work are designed to build on prior knowledge from previous learning so that links between concepts can be made to deepen understanding and consolidate learning.
- Across the school a cpa (concrete, pictorial and abstract) approach is applied to support depth of understanding across calculations and mathematical concepts.
- As part of our maths journey to mastery, every maths lesson includes an element of fluency, reasoning and problem solving to develop a depth of understanding across the mathematics curriculum.
- In addition, we implement maths passport sessions across school to enhance the fluency and recall of maths facts linked to the four operations.
- Dedicated time weekly to the teaching of multiplication and division facts through discrete maths passport sessions.
- All classrooms have a display specifically for mathematics. The working wall displays items that children need to support and develop the unit's learning. For example, definitions, key vocabulary, pictures and images - what it looks like and what it does not look like and key questions. You will also find examples of pupils' work.
- In the early years foundation stage there are also specific mathematical areas for children to access in their everyday learning. Mathematical stories are also promoted throughout early years to enrich children's mathematical curiosity and enjoyment.
Impact
- Most pupils achieve end of year expectations.
- A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
- On a daily basis in the teaching of mathematics, marking and feedback will be the primary tool to measure impact. Live marking will be used regularly throughout lessons to gain immediate progress being made and identify misconceptions in learning. Pupils identified will then form a focus group within the lesson that has the appropriate support and challenge.
- Termly, judgements are made about the level of each pupil through year group appropriate assessments. These judgements are then assured in validity through the quality of work in books and observations made during teaching of lessons. All judgements made on the level of each pupil is discussed with the phase and subject leaders.
- Tracking of pupil progress in maths can be formalised into small, meaningful interventions designed to focus on childrens area of need and track more vulnerable groups. Targeted support is then given in the aim of pupils reaching their end of year expectations.
- In eyfs, key milestones are monitored and assessed throughout the year to inform planning of activities based on their gaps in learning that will aim for all pupils to achieve their goals.
Swain House Primary Maths Long Term Plan
Maths Progression Maps for Key Stages 1 and 2