In This Section
Maths
Our Intent
The overarching intent for Mathematics in the National
Curriculum (2014) is to equip pupils with the skills to:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
Our Way
At Henry Chichele, we believe in and follow a mastery approach to implementing our mathematics curriculum. This enables children to spend longer on a particular concept in order to secure their understanding before moving on.
The structure of the maths curriculum in each year group can be found below. These documents show the long term plan for the year and give the name of the unit being studied in each week of the term. These may be slightly adapted according to the need of the children in each year group or class.
What is covered within the units in each year group?
The documents below show the content of each unit in more detail by showing the small steps that are built up over the time the unit is taught.
Autumn
Spring
Summer
What does progression look like within the curriculum through the year groups?
Each area of the mathematics curriculum has clear progression that is built on year on year in order for the children to build their conceptual knowledge in each area. See the file below for further detail on the progression within each strand of the curriculum.
Assessment in Maths
Assessment is a crucial part of teaching and learning. Without accurate and purposeful assessment, we would be unable to celebrate pupils successes or identify gaps in skills and understanding in order to move them on further. Our aim is for accurately pitched teaching for all pupils through the use of sharp focussed assessment.
How we assess
At Henry Chichele Primary School, we collate two forms of assessment: formative and summative assessment.
Formative assessment
The majority of assessment we carry out is ‘formative assessment’. This is ongoing assessment of how children are learning, undertaken by teaching staff during the course of the learning process in each and every Maths lesson. Formative assessment involves evaluating small content areas and adjusting teaching methods accordingly. This understanding underpins our approach to feedback too. Much of the feedback we provide pupils is live verbal feedback-on the spot, in the lesson, face-to-face. This enables staff to move pupils on in every lesson through personalised small next steps for each and every pupil. Pupils will use their purple pen when responding to feedback and will address any misconceptions with the support of a teacher.
This is an assessment for learning (AFL) approach. Assessment for learning is a cyclical approach that helps both teachers and pupils understand where learners are in their learning and where they need to go.
Summative assessment
Summative assessment is the assessment that takes place less frequently and measures how effective the learning has been. At Henry Chichele we use ‘PiXL’ in terms 2, 4 and 6. Year 1 complete these assessments in terms 4 and 6. Teachers use test results, question level analysis (qla) as well as their teacher judgements to identify gaps for individual pupils, small groups and for the whole class. PiXL therapies,, specifically designed to address curriculum objectives are used for their intended audiences.
End of Key Stage Assessments
At the end of Key Stage 1 (Year 2) and Key Stage 2 (Year 6) pupils will sit National Statutory Assessment Tests often called SATs. These will occur in the Summer Term.
Multiplication Check - Year 4
Year 4 will sit a short online multiplication check in June. This is to assess their proficiency in recall of their times tables up to 12. Pupils are supported in preparing for these online checks throughout the school year through the TT rockstars platform and daily times tables activities and games.
Maths in EYFS and KS1
Our curriculum is designed around the approach set out in White Rose Education: a scheme of work which allows all children to have a deep understanding of Mathematical concepts. White Rose uses a mastery approach to teaching Maths. Alongside this, pupils in Key Stage One also participate in mastering number sessions.
What is Maths Mastery?
What does it mean in practice? In summary, a mastery approach…
- Puts numbers first: the scheme has number at their heart, because confidence with numbers is the first step to competency in the curriculum as a whole.
- Puts depth before breadth: knowledge is reinforced again and again.
- Encourages collaboration: children can progress through the schemes as a group, supporting each other as they learn.
- Focuses on fluency, reasoning and problem solving it gives children the skills they need to become competent mathematicians.
What is Mastering Number?
Mastering Number is a whole-class programme consisting of four short sessions each week, aimed at developing children’s fluency and flexibility with number.
In EYFS, Mastering Number is the main maths lesson for number-based work four days a week. One day a week, EYFS follow the White Rose Shape, Space and Measure units. Teachers also incorporate Mastering Number into class continuous provision and routines.
Key Stage One
In Key Stage One, mastering number is a short session for the whole class in addition to the main lesson. Children join their year group (Year one or Year two) for this session.
Pupils are taught a daily Maths lesson in their mixed Year 1 and 2 classes. We use the White Rose scheme of work and adapt and follow the mixed age planning. The scheme includes full coverage of both year groups’ National curriculum content with clear step-by-step progression through the blocks of learning. Alongside this we use continuous provision.
Here on the website, you are able to see the overview for Year 1 and 2 and also the mixed Year 1/2 planning overview. Included are the Year 1/2 small steps so that you can see at a glance how the mixed age curriculum links to the single age schemes of work.
Mastering number in Years 4 and 5
What is mastering number?
Mastering number in KS2 is a program by the NCETM (National Centre for Excellence in the Teaching of Mathematics) designed to enhance pupils’ fluency in multiplication and division facts and number sense.
What is involved?
Knowledge of multiplication and division and its applications form the single most important aspect of the KS2 curriculum and is the gateway to success at secondary school. This project enables pupils in Years 4 and 5 to develop fluency in multiplication and division facts, and a confidence and flexibility with number that exemplifies good number sense.
What will pupils learn?
- Pupils will develop automaticity in multiplication and division facts through regular practice. Automaticity with multiplication tables relieves cognitive load and develops pupils’ confidence to achieve success.
- Pupils will all learn together and will participate in 5 weekly sessions each lasting approximately 20 minutes in duration with their class teacher. This will be as an addition to their daily Maths lessons.
Would you like to know more?
Please contact our Maths Lead, Mrs Lathall through our school office or by using the contact form.
