Mathematics at All Souls' CE
Mathematics Curriculum Rationale
At All Souls’ CE we are mathematicians! We want our children to love mathematics. We want them to have no limits to what their ambitions are and grow up wanting to be accountants, doctors, engineers, computer programmers or teachers. We want them to embody our core values. We all believe that: “we are a place to grow”. The mathematic curriculum has been carefully crafted so that our children develop their mathematical capital. We want our children to remember their mathematics lessons in our school, to cherish these memories and embrace the learning experiences they are presented with! For example, a group of pupils from across Key Stage 2 run a Fairtrade Snack bar each week where they organise stock, price items, take money and give change when pupils and staff purchase the products. What a marvellous opportunity to apply mathematical skills to a real-life context.
The curriculum promotes curiosity and a love and thirst for learning. It is ambitious and empowers our children to become independent and resilient – like all curriculum areas. It is essential that we develop our pupils’ mathematical knowledge and skills through the three dimensional competencies of fluency, reasoning and problem solving. We aim for our pupils to:
We want to equip them with not only the minimum statutory requirements of the Mathematics National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life. For example, we seek to develop the application of mathematical knowledge and skills through a range of cross-curricular opportunities such as, developing understanding of vocabulary, promoting speaking and listening when reasoning, data collection in science, plotting co-ordinates in geography and understanding chronology in history.
We want our children to use the vibrancy of our great city to learn from other cultures, respect diversity, co-operate with one another and appreciate what they have. We achieve this by providing a strong SMSC curriculum, with British Values and our core values placed at the heart of everything we do. This often feeds into the mathematics curriculum. For example, the core value of perseverance is continually reinforced through the mathematical challenges set for pupils and our ‘can-do’ attitude to problem solving.
All pupils are entitled to a broad mathematics curriculum in which their learning needs are identified and met. The curriculum is taught through the units as follows with all year groups: number and place value, addition and subtraction, multiplication and division, fractions, measurement, geometry and statistics. The use of CPA (concrete, pictorial, abstract) approach to lessons ensures all children are able to access the mathematical concept at their learning pace.
New concepts are introduced with concrete resources as appropriate, for children to feel and manipulate. As their conceptual understanding develops, they will move towards the pictorial and abstract stages.
Visualisation is a core mathematical skill. Teachers provide many opportunities for children to explain their understanding by writing or drawing what they understand. Teachers use this to uncover misconceptions, assess and then challenge children. Teachers use the bar model to effectively visualise problems and use them to support reasoning skills. Our maths learning is recorded in a variety of ways including photographs of work where children are working in the concrete stage of their learning using manipulatives, pictures and models including bar models and part - whole models and through abstract modelling of written methods. This supports the child to show how they arrived at an answer, allowing reasoning and self or prompted checking of methods. Developing a keen number sense and reasoning is a vital part of our maths curriculum. Children are asked to explain how they know an answer and if they can show it a different way. This is shown through ‘convince me’ or ‘prove it’ style tasks using ‘APE’ – Answer, Prove, Explain. This allows teachers to assess understanding and move learning forward. All classrooms have a clear working wall where models, vocabulary and visual images are displayed and referred to. Children use these to support their learning.
An annual audit of the mathematics curriculum has been conducted. On the back of the findings from this audit, the mathematics curriculum has been carefully built and the learning opportunities and assessment milestones for each year group crafted to ensure progression and repetition in terms of embedding key learning, knowledge and skills. We use the ‘Power Maths’ scheme to develop a mastery approach to mathematics teaching and learning alongside our school numeracy passport to support the teaching of number facts for recall and fluency.
Staff develop year group specific long-term curriculum maps which identify when the different aspects will be taught across the academic year. All subjects are taught discretely but staff make meaningful links across subjects where appropriate. They link prior knowledge to new learning to deepen children’s learning. For example, in Year 6 when pupils are comparing and ordering fractions, including fractions > 1 they are building on the previous learning of comparing and ordering fractions whose denominators are all multiples of the same number.
Our short-term plans are produced on a weekly basis. We use these to set out the learning objectives for each lesson, identifying engaging activities and resources, which will be used to achieve them.
We use both formative and summative assessment information in every lesson. Staff use this information to inform their short-term planning and short-term interventions. This helps us provide the best possible support for all of our pupils, including the more able. The assessment milestones for each phase have been carefully mapped out and further broken down for each year group. This means that skills in mathematics are progressive and build year on year.
Our staff use formative assessment methods to assess what the children know as the topic progresses and inform their future planning. These formative assessment grids then inform summative assessment judgements for each topic.
Assessment information is collected frequently and analysed as part of our monitoring cycle. This process provides an accurate and comprehensive understanding of the quality of education in mathematics. A comprehensive monitoring cycle is developed at the beginning of each academic year. This identifies when monitoring is undertaken. Monitoring in mathematics includes: book scrutinies, lesson observations and/or learning walks, pupil/parent and/or staff voice.
All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.