• Mathematics

Mathematics

What we believe:

 

Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind at Hayton C of E Primary School,  we endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them beyond their time at our school. The school has developed a mastery approach to Mathematics using resources from White Rose Maths Hub to support teachers in delivering this approach. Hayton Primary  School is part of the  North Maths Hub Mastery workgroup. This gives the school the opportunity to receive support from a mastery specialist teacher as well as the opportunity to share good practice with other schools in the workgroup. We are also, this year, taking part in the NCTEM's 'securing number' project in Early Years and Key stage 1 - again, another exciting opportunity for us to extend and challenge our teaching practice.

 

Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways. Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind at Hayton C of E Primary School we endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them beyond their time at our school. Mathematical skills and knowledge should be delivered, explored and revisited through conscious decision making and awareness of learning and progress needs and abilities. Children should develop resilience and self-confidence in applying their learning skills.

 

How do we do it?

As part of the mastery approach, a positive teacher mind-set and strong subject knowledge are key to student success in Mathematics. The school is committed to providing a purposeful and empowering Mathematics curriculum. It is not the case that some pupils can do Mathematics and others cannot; no pupil should be left behind and the focus is keeping up over catching up. By making high expectations clear and emphasising the value of Mathematics education, pupils are encouraged to build confidence, resilience and aspire to achieve. Abilities are neither fixed nor innate, but can be developed through practice, support, dedication and hard work. Natural talent is just a starting point and does not determine who has more or less potential to achieve. This way, pupils at the school are broadening their horizons with a Mathematics curriculum that fully prepares learners for their next steps in their school career and opens doors to understanding their place and the place of Mathematics in the wider world, regardless of a child’s background and ability.

 

A positive teacher mind-set in Mathematics encourages a love of learning and resilience that enables everyone to achieve. We are committed to ensuring that all pupils are given the opportunity to achieve mastery in the key concepts of Mathematics, appropriate for their age group, in order that they make genuine progress and avoid gaps in their understanding that provide barriers to learning as they move through education. Assessment for Learning, an emphasis on investigation, cross curricular Mathematics, problem solving and the development of Mathematical thinking and a rigorous approach to the development of teacher subject knowledge, are therefore essential components of our approach to this subject.

 

Our Mathematics curriculum is diligently sequenced to ensure that knowledge gained is cumulative; this aids apt progression as well as frequently providing pupils with the opportunity to draw on knowledge from previous year groups through our bespoke spaced retrieval strategies. Through this, our pupils understand the importance of the knowledge they gain through their Mathematics lessons while at Throckley and how it can be transferred to all areas of the curriculum. Providing pupils with these opportunities to put it into practice what they have learnt, we aim to ensure they are not only secondary school ready but can apply what they’ve learnt from primary school to their future career paths.

 

Subject Aims

Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind, at Hayton, we endeavour to ensure that children develop a positive and enthusiastic attitude towards Mathematics that will stay with them throughout their lives. It is vital that a positive attitude towards Mathematics is encouraged amongst all of our pupils in order to foster confidence and achievement in a skill that is essential in our society.

We aim to provide pupils with a Mathematics curriculum and high-quality teaching to produce individuals who are numerate, creative, independent, inquisitive, enquiring and confident. We also aim to provide a stimulating environment through the use of real-life contexts and adequate resources so that pupils can develop their Mathematical skills to the full.

 

Subject Content

Our pupils should:

Have a well-developed sense of the size of a number and where it fits into the number system.
Know by heart, age appropriate number facts such as number bonds, multiplication tables, doubles and halves.
Use what they know by heart, to figure out numbers mentally.
Calculate accurately and efficiently, both mentally and in writing and paper, drawing on a range of calculation strategies.
Recognise when it is appropriate to use a calculator and be able to do so effectively.
Make sense of number problems, including non-routine/’real’ problems and identify the operations needed to solve them.
Explain their methods and reasoning, using correct mathematical terms.
Judge whether their answers are reasonable and have strategies for checking them where necessary.
Suggest suitable units for measuring and make sensible estimates of measurements.
Explain and make predictions from the numbers in graphs, diagrams, charts and tables.
Develop spatial awareness and an understanding of the properties of 2d and 3d shapes.

 

When planning for objective coverage, teachers are expected to take the following mastery strategies into account:

Small steps.

Implementing the Concrete, Pictorial and Abstract (CPA) approach to introducing, exploring and applying mathematical concepts.

Consider the use of variation when constructing independent tasks to allow opportunities for reasoning even with fluency work.

Considering key questions and mathematical vocabulary at the point of unit planning.

Multiple opportunities for verbal and written/drawn reasoning (explaining and using mathematical vocabulary to explain methods or reasoning) within unit exploration.

Inclusion of relevant problem-solving opportunities, where children are expected to draw on and apply multiple concepts to address or approach a challenge.

Modelling of all skills and approaches.

Modelling and sharing of efficient and accurate application of methods as well as good ‘bad’ examples to encourage children to understand and explain why the answer or method did not work or cannot be correct.

Opportunities to explore maths concepts/objectives at ‘greater depth’ .

Include all learners, providing relevant support for those with additional needs (educational, medical or otherwise).

 

How do we know if we have had an impact?

The exploration of Mathematics at Hayton is interactive and engaging, with content made relevant to children’s real-world experiences and contextualised thus to support consolidation and retainment of knowledge and skill.

Children approach mathematical study with confidence and enthusiasm, and view tasks and challenges that call for application of varied knowledge across units of work and the selection of multiple skills with self-assuredly and a willingness to collaborate. Approach and response to reasoning activities will improve term on term, with the expectation that by the end of the year, children are happy to accurately define and use mathematical vocabulary introduced by their teacher, as well as complete stem sentences to complete mathematical statements or reasoning. Teaching and support staff should also see this period of implementation as an opportunity to highlight and further improve concepts that are received well and have clear impact on progress and learning, while also analysing and evaluating practice that needs to be addressed, reviewed or replaced. 

 

Children leave Hayton C of E Primary School as literate and numerate individuals who have the skillset necessary in order to thrive at secondary school and beyond. We see this through talking with our children about their learning and what they can remember; we see this through the links our children make across subjects and years groups when they talk speak about their understanding of a concept; we see this in our pupils’ wonderful work; we see this through the outstanding progress they make from their starting points with us and through their statutory assessment scores at the end of each key stage.

Children leave Hayton with the confidence to try new things and make mistakes. Our bespoke Mathematics curriculum has been designed to get the best out of each and every learner. Children are resilient, hardworking and driven. They have been taught how to converse respectfully; how to value the responses offered by peers by celebrating ideas that aren’t their own, and how to politely disagree, offering their own thoughts and ideas. They stretch their own thinking by asking questions of both their peers and themselves.

Long Term Planning - Maths

How We Teach Maths At Hayton

White Rose Addition and Subtraction Calculation Policy

White Rose Multiplication and Division Calculation Policy

Please click HERE to link to Times Tables Rock Stars
 
Please click HERE to link  to Mathletics