Maths

The national curriculum for mathematics aims to ensure that all pupils:

– 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

– can 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.

At Chagford we intend:

To design and deliver a curriculum, which is accessible to all, which will augment the development of every child’s ability and academic achievement.
To deliver lessons that are creative and engaging. We want children to make lasting connections across mathematical ideas to develop fluency, reasoning, understanding of mathematical language and competency in solving sophisticated problems.
For our pupils to be able to apply their mathematical knowledge to the wider curriculum and world. We want them to know that Mathematics is essential to everyday life, critical to science, technology and engineering, necessary for financial literacy and all forms of employment.
For our pupils to be able to understand the world, have the ability to reason mathematically and confidently explain their mathematical understanding with images and precise mathematical language.

Mathematical Implementation
At Chagford we are outward looking and creative in our approach to implementing a high quality mathematics curriculum. Our implementation is developed through a secure understanding of the curriculum and subject area.
Planning
1. Long term: We use the White Rose Maths Scheme
2. Medium term: Yearly overview, up-dated annually in response to data and in-house monitoring of teaching & learning.
3. Short term:
- Daily lessons include a clear learning focus/objective/small step
- Daily lessons have an allotted time to discuss and use the specific language.
- Daily lessons are taught with a consistent structure (Anchor Task, Language, Let’s Learn, Independent Task and Dive Deeper)
- Short term planning is supported by the use of the White Rose Maths Hub material and any other materials teachers feel works alongside this.

Teaching
‘Quality first teaching’ linked to teaching standards:
All teachers:
1. ‘Know where their children are’ through the use of concise summative assessment, prior learning, assessment and maths talk.
2. ‘Understand where their children need to be’ through a secure understanding of year group expectations, progress meetings with the head teacher and formative assessment.
3. ‘Know how they are going to get them there’ using a range of strategies to promote independence, mastery and high expectations of all.
4. Effectively, deploy adults during introductions, plenaries & interventions.
5. Plan for progression during and between lessons.

Assessment
1. Summative/reported – Currently Puma with a view to using White Rose end of term assessment papers (Y1 - 6)
2. Summative/ diagnostic – White Rose end of unit and end of term assessments
3. Formative / ongoing – Regular marking/verbal feedback
4. Prior & Post learning – informs future planning, demonstrates progress in books, celebrates effort and achievement.

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CURRICULUM OVERVIEW

​Maths

Maths