Article 28: Every child has the right to an education
Intent: What we are trying to achieve in our curriculum?
Maths provides a way of viewing and making sense of the world. It is an important skill, which runs throughout life, from acquiring and developing skills as a child to using them as an adult at work and home. At Kirklevington Primary School, our mathematics curriculum is designed to be accessible to all and will maximise the development of every child’s ability and academic achievement. We seek to present maths as a challenging, exciting and creative subject by delivering lessons that are creative and engaging. We endeavor to develop each pupil individually, to promote enthusiasm, confidence and enjoyment of mathematics itself, and in doing so help children to appreciate the part mathematics has played in the development of science and technology. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects. As our pupils progress, we intend for our pupils to be able to understand the world, have the ability to reason mathematically, have a sense of enjoyment and develop curiosity about the subject. Therefore, in Maths, our aim is to ensure that every child becomes an accomplished mathematician by the time they leave Kirklevington Primary School – equipping them with the knowledge, skills and confidence they need for life.
At Kirklevington Primary School, our Maths Curriculum is designed to enable children to build mathematical fluency through repetition and reinforcement. We give all children the opportunity to work independently and collaboratively to develop their understanding of numbers, measurement, patterns, shapes and space, in a relevant context, through various practical and recorded activities that allow them to explore, practice and talk confidently about maths using mathematic vocabulary. We provide them with opportunities to practice the correct arithmetic skills for their year group and apply them in different contexts. Children are encouraged to make and evaluate appropriate decisions, such as estimating calculating and evaluating, to enhance their reasoning and problem solving skills.
In order to maximise children’s mathematical potential, we believe that parental involvement is incredibly important. The parents receive a ‘calculations booklet’ which outlines the written methods and how parents can help their children with the maths homework that they receive regularly. Children’s progress is reported to parents regularly, through termly parent’s evenings and yearly academic reports.
The subject is taught in a structured and progressive way to ensure that previous learning is built upon and enhanced, as outlined in our Calculation Policy. Our Long Term and Medium Term plans highlight the curriculum objectives and progressive learning steps. Initially, we relate to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children at the beginning of their school journey. They are given ample opportunities to develop their understanding of maths, concepts and language through their extended provision, alongside their daily taught lesson. Emphasis in KS1 is placed on developing basic number skills. Through repetition and regular practice, the children gain a secure understanding of place value and recognising number bonds to twenty. During Lower Key Stage 2, the focus of mathematics is on the mastery of the four operations so that children can carry out calculations mentally, and by using written methods. As they progress into Upper Key Stage 2, the children are expected to know all of their times tables which will be particularly useful when solving larger problems and working with fractions. During Upper Key Stage 2, the children use their knowledge of number bonds and multiplication tables to tackle more complex problems, including larger multiplication and division, using considerably larger numbers. By the end of Key Stage 2, the children are expected to be confident with the use of all four standard methods for written calculations and to have secured their knowledge of the key number facts for the four operations. Their work will focus more on fractions, ratio, proportion and the introduction of algebra. Formative and summative assessment is used on a regular basis across the school to inform planning for children’s next steps (support and extension) where analysis of teaching and learning takes place. Teachers specifically plan for the use of mathematical vocabulary which is modelled throughout lessons and displayed on maths working walls within classrooms. This is revisited and discussed regularly to ensure retention and progression. Maths materials such as White Rose, NCETM Teaching for Mastery, NRICH and Problem Solving and Reasoning materials aim to allow children to be exposed to a range of different learning and problem solving opportunities which require them to persevere and develop resilience.
The impact of our maths curriculum is monitored in a number of ways. Moderation of books and lesson observations ensures a consistent approach to maths across the school, and allows us to monitor the progress that is being made. We ensure that children build on skills that have been acquired in the previous year, looking at their starting points and how they have moved forward in their learning. Maths books show activities which evidence fluency, reasoning and problem solving. Following our termly assessments, interventions are designed to support children, enabling learners to make sustained and accelerated progress. This enables them to retain and recall key mathematical strategies, facts and vocabulary. We use the information gathered, across the year, to gain a ‘bigger picture’, identifying our strengths and areas for development in the subject.
We ensure that children understand the relevance of what they are learning in relation to the real world and we do this by fostering an environment where maths is ‘practical and fun’. We celebrate the journey to finding the answer as being the most important aspect of maths and the children know that it is OK to be ‘wrong’. We believe our approaches help us to create resilient, confident and skilful mathematicians.