MELLOR COMMUNITY PRIMARY SCHOOL
Mathematics is a core subject, and is compulsory throughout the education of all children. The domains of the Mathematics Curriculum are divided into programmes of study (PoS) within six areas (number, measurement, geometry, statistics, ratio and proportion and algebra.)
Mellor aims to deliver a curriculum that enables children to meet the challenges of the Mathematics Curriculum 2014 and aims to get the best for every child and the best from every child.
The Approach to Teaching Mathematics
The approach to teaching mathematics is based on six key principles which are taught through the White Rose Maths Scheme:
· dedicated mathematics lessons where high levels of achievement are expected of all pupils.
· first quality teaching (with interactive and practical work) in whole class groups.
· communicating being able to explain their results/thinking verbally using mathematical vocabulary.
· encouraging reflective learning.
· controlled differentiation which provides appropriate opportunities for challenge, with all children (including gifted and talented and SEND in accordance with the SEND policy) engaged in mathematics relating to a common theme.
· active learning and an investigative approach is embedded in all domains of Mathematics.
The approach to teaching mathematics will enhance learning by:
· improving fluency in the fundamentals of mathematics.
· engaging in mathematical reasoning; both inductive and deductive.
· harnessing the powers of a variety of learning styles including practical/active learning.
· promoting a depth of knowledge and understanding leading to the mastery of the subject.
· assessment for learning being embedded into each lesson.
· developing staff subject knowledge, enabling engagement of current theory and practice leading to the delivery of a fun and engaging curriculum.
Maths at Mellor
At Mellor Community Primary School, we plan mathematics using National Curriculum 2014, using the White Rose Mathematics Calculation Policy and supporting documents produced by the Maths Hub which clearly set out a model to a 'mastery' Mathematics curriculum.
Our mathematics curriculum equips pupils with tools that include the ability to calculate securely in all four operations, a comprehensive understanding of the number system, problem-solving skills, and the ability to think in abstract ways. It is designed to enable children to learn key skills, practise, consolidate and apply them and then to master them. Children learn about mathematics wherever possible in a context so that they understand how it relates to real life. Throughout the school, an importance is placed upon the pupils using their oracy skills to communicate their thoughts and ideas effectively and for verbally reasoning using subject specific vocabulary.
During the Early Years Foundation Stage (EYFS) Curriculum, mathematics forms part of many interactive learning experiences. Pupils develop their knowledge and understanding of mathematics through play, exploration, songs, rhymes, discussion and reasoning. They learn number through the 4Cs: Cardinality, Counting, Comparing and Composition. They work with shapes, learning their properties; use language to give positional clues and compare quantities, identify and recreate patterns. Mathematics in EYFS is very practical and includes indoor and outdoor learning.
During Key Stage 1, mathematics lessons include mental mathematics starters which are designed to enable children to calculate mentally as fast as they can. In their main lesson, they learn how the number system works and learn strategies for calculating with all four operations. Additionally, they learn about shape and space, through practical activity which builds on their understanding of their immediate environment. They develop their use of mathematical language, using it to talk about their methods and explain their reasoning when solving problems.
During Key Stage 2, children move to calculating fluently with all four number operations, moving to formal traditional methods throughout the Key Stage. Children use a wider range of mathematical language and are expected to articulate their reasoning about mathematics clearly, using precise mathematical language. A large focus is on problem solving and in all areas of the mathematics curriculum, reasoning skills are developed and built upon.
Mathematics teaches us how to make sense of the world around us through developing a child's ability to calculate, to reason and to solve problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives.
Through our mathematics lessons at Mellor it is our aim to develop:
Teaching and learning style
The school uses a variety of teaching and learning styles in mathematics lessons. Our principal aim is to develop children's knowledge, skills and understanding in mathematics. We do this through a daily mathematics lesson where children are given opportunities for:
In addition to the above, we recognise and value the importance of local opportunities and working in partnership with the community. There are opportunities for children to learn Maths though trips and visits, including outdoor learning and use of the local environment, and we have strong links with organisations such as the local universities which develop pupil aspiration. Parents across the school attend Maths workshops where teachers share the Maths curriculum and the strategies which are taught in school. This enables parents to support their child's learning more effectively at home.
Assessment and Recording
Children are assessed against overall age related expectations (ARE) for Maths. Teachers use their ongoing formative assessment to inform these judgements. Formative assessment is recorded in individual teacher's mark books and monitored periodically during pupil progress meetings and SLT monitoring days. Summative assessment data is recorded centrally on the SIMS system three times a year, approximately every 12 weeks. This is used to support pupil tracking and data analysis and it also forms part of the monitoring cycle conducted by the SLT.
Resources are stored centrally in the Maths cupboard in school. It is the responsibility of each class teacher to ensure that equipment is returned to its correct place and to report any resources needed or breakages to the Maths Coordinator.