Mathematics Curriculum - Intent
At Carclaze our maths curriculum has been developed to ensure that every child has a sound understanding of the intricacies of mathematics. We aim for children to leave our school equipped with the maths skills to enable them to thrive in life.
We teach the National Curriculum and follow the White Rose Maths scheme of work. The objectives in each block are broken down into a series of carefully planned small steps which the teachers use to recap the learning and move the children on through the curriculum.
By lacing calculation, reasoning and problem solving in to a series of lessons, we ensure that secure links are made and that prior knowledge is being tested and challenged throughout.
Our aspiration is for every child to see themselves as a mathematician - demonstrating a confident attitude towards tackling problems both in and out of the classroom and understanding the importance of maths in the wider world.
Mathematics Curriculum - Implementation
We implement the following procedures in order to achieve desired outcomes:
At Carclaze, we have a deepening understanding of what ‘mastery’ is and how it looks in our lessons, books and ultimately in the children themselves. We encourage rapid recall of known facts in all four calculations, with the building blocks of this starting in the foundation stage with verbal and practical demonstration of skills and understanding.
From Year 1 onwards, children take part in fluency practice each morning, suitable for their own year group. This can take the form of number bonds, times tables, fluent in five, intelligent practice and missing number problems to ensure depth of understanding. The children work independently for 20 minutes each morning on the fluency questions. The teacher has the opportunity to check in with focus groups or re-teach areas that require more work.
Planning, lesson design and books:
When planning our lessons, we follow the White Rose Maths scheme of work. The teachers use the small steps to ensure they cover all that is required of the curriculum and use an approach that allows them to recap any prior learning before ensuring depth of knowledge in fluency, problem solving and reasoning.This model will sometimes be presented within a single lesson but will mostly be evident within a group of lessons, evidenced in the child’s maths book.
Prior to each new maths topic, teachers will review the complete block of work to be taught and consider the order of objectives to be covered. Breaking down the topic area into carefully planned, sequential steps ensures that small steps are being taken and that the National Curriculum objectives are being broken down in a progressive way. Staff look back at the previous year groups’ expectations as a starting point and assess from here before moving on to plug any gaps and ensure knowledge and skills progression. Each small step may take different amounts of time, from one lesson to three.
Individual lessons are planned from the White Rose framework, with careful consideration being given to the progression of skills – calculations, and the order in which they are tackled, are chosen carefully in order to maximise lesson effectiveness.
We have high expectations of presentation within books, with children being taught to write only one digit per square. Each lesson will have the date and “I am learning to…” to describe the learning. Where numbers have been reversed or written incorrectly, this will be highlighted within marking and children will have to rewrite the number several times to practise. Children’s books will show their mathematical journey and tell a story of the learning, building on skills with well planned activities to stretch and challenge all learners.
Our calculation policy has been written to ensure clear progression from the foundation stage to Y6, building upon previously learnt skills. All staff have been involved in its design and each teacher is aware of the mathematical journey the pupils have been on. This is reviewed every year and is also revised with each new member of staff during induction.