Maths

INTENT: The vision for Maths

All pupils can achieve in Mathematics! There is no such thing as a ‘Maths person’, which is the belief that some pupils can do Maths and others cannot. A typical Maths lesson at our academy will provide the opportunity for all children, regardless of their ability, to work through fluency, reasoning and problem-solving activities. ​

Maths is a journey and long-term goal, achieved through exploration, clarification, practice and application. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.​

There are 3 levels of learning:​

• Shallow learning: surface, temporary, often lost ​
• Deep learning: it sticks, can be recalled and used​
• Deepest learning: can be transferred and applied in different contexts​

The deep and deepest levels are what we are aiming for by teaching Maths using the Mastery approach at Lakeside.​

Our vision is for our children to leave Lakeside as confident mathematicians who are not afraid to take risks. ​

Curriculum Design, Coverage & Progression​

​We intend to do this by ensuring our children have access to a high-quality, progressive Maths curriculum that is both challenging and enjoyable. We want to provide our children with a variety of mathematical opportunities, which will enable them to make the connections needed to enjoy Mathematics. Through our Maths curriculum we want to develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement. We aim to challenge children to try new concepts and teach resilience when they are unable to solve a problem first time round. By following a Long Term Plan, to ensure consistency across the school; we will ensure that all children are accessing a broad curriculum suitable for their age range while still providing suitable challenge to deepen children’s understanding.

IMPLEMENTATION           ​

Our implementation is developed through secure understanding of the curriculum and subject area.​

Curriculum map ​

With the starting point of the National Curriculum Programmes of Study, alongside the White Rose Maths Hub planning exemplification and the Power Maths scheme, our curriculum maps and progression documents allow children to recall prior knowledge and to deepen their understanding. Our progression document is based on recapping all strands of learning throughout the year numerous times in order to improve long term memory. With the use of accurate questioning, quality first Assessment for Learning and additional daily fluency lessons, children are able to recap and reinforce their understanding of Mathematics.​

What you will typically see: ​

It is expected that the majority of our pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support with pre-teaching and targeted intervention. Teachers use precise questioning in lessons to test conceptual and procedural knowledge and assess pupils regularly to identify those requiring intervention so that all pupils keep up. ​

Practice and consolidation play a central role. Carefully designed conceptual and procedural variation in the Power Maths resources builds fluency and understanding of underlying mathematical concepts in tandem. ​

Teachers will use the concrete, pictorial and abstract approach (CPA) to ensure that procedural and conceptual understanding are developed simultaneously. There is an emphasis placed on ‘learning’ through reasoning by developing multiple strategies and concepts towards understanding. We provide opportunities daily for the children to reason and problem solve, with an independent problem solving lesson twice a half term. ​

Daily fluency lessons are in place to recap and embed prior learning. Through these lessons, mental arithmetic strategies are taught to teach children how to deal with different types of questions in a simplistic way. Strategies are modelled during lessons clearly and teachers share small steps to success to ensure all children can succeed.​

In Key Stage 2, time is provided for children to access TT Rockstars ‘Sound Check’ daily to further promote fluency of multiplication. In Key Stage 1, children are given opportunities to access the NumBots app, where they can practise their Number, Addition and Subtraction skills. Teachers use Power Maths, White Rose and NECTM resources across the school to ensure consistency.​

Teachers will informally assess pupils using pre-assessment, regular AfL and end of unit assessments. Teachers will also use NFER tests to formally assess the children at the end of each term.

For the full overview of the Maths Curriculum Coverage see document below: 

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