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:
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.
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.
‘Quality first teaching’ linked to teaching standards:
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.
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.