Maths
Subject Leader:
Intent for the Maths Curriculum
The 2014 National Curriculum for Maths aims to ensure that all children:
-
Become fluent in the fundamentals of Mathematics
-
Are able to reason mathematically
-
Can solve problems by applying their Mathematics
At Warren Mead we embed these skills using a mastery approach with the intention that children are taught to become competent and independent mathematicians.â¯This approach enables children to become fluent in the fundamentals of Mathematics; be able to reason mathematically and solve problems by applying their mathematics. Our approach rejects the notion that some children just can’t do it and all children are shown that through hard work they can succeed. Instead of simply learning mathematical procedures, we aim to build a deep conceptual understanding which will enable children to apply their learning in different situations. â¯Significant time is spent developing deep knowledge of the key ideas and mastering concepts that are needed to underpin future learning.
Learning is broken down into small steps, carefully sequenced, which are taught for longer and in greater depth. This means misconceptions can be clearly identified and learning is more deeply embedded making children more likely to retain what they have learnt. By delving deeper into learning, children are more able to spot connections and use previous learning to help them tackle new concepts systematically and with resilience. Through mathematical talk, children also develop the ability to articulate, discuss and reason about mathematics.
Implementation of the Maths Curriculum
At Warren Mead, to ensure whole school consistency and progression, we now follow the new GLF Maths Curriculum in most year groups. The class are taught the same mathematical concepts together and the learning needs of pupils are addressed through careful scaffolding, skilful questioning and appropriate rapid intervention, in order to provide the necessary support and challenge. Learning is broken down into small steps, carefully sequenced, which are taught for longer and in greater depth. This means misconceptions can be clearly identified and learning is more deeply embedded making children more likely to retain what they have learnt. In a typical lesson the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion.
Central to the school’s mastery approach is the concrete – pictorial – abstract process. Children are encouraged to use manipulatives and resources to physically represent mathematical concepts first. Pictorial representations are then used to demonstrate and visualise strategies before moving on to more abstract methods. The use of all three representations enables children to make deeper connections between mathematical concepts, regardless of their age.
Children are exposed to a variety of different, carefully selected questions and examples and are encouraged to discuss and explore different ways of viewing a problem, thinking about efficiency and why they would do things in different ways. Fluency, reasoning and problem-solving opportunities are threaded throughout each lesson. The idea is that all children are given the opportunity to access all three strands of maths regularly as mastery of all three is vital for deep mathematical learning. It is not viewed that deeper thinking reasoning and problem solving is solely the domain of higher attaining children. Each lesson there is opportunity for children to apply their learning to a deeper, more challenging problem. ‘Step for Depth’ opportunities are also given throughout the lesson in order for children to dig deeper into their understanding of a concept at any point.
Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up. Fast graspers are encouraged to deepen their understanding rather than rushing through new content. This is achieved by offering questions and opportunities for children to apply this mathematical knowledge to different contexts.
Impact of the Maths Curriculum
Warren Mead has a supportive ethos and our approaches support the children in developing their collaborative and independent skills as well as their resiliency when encountering challenge. A ‘mastery’ approach helps children retain information at a deeper level and ‘flashback 4’ helps to solidify this to ensure there is no drop off between units. Children at Warren Mead are given the tools to fully flourish as Mathematicians. Children can sometimes underperform in Maths because they think they can’t do it or are not naturally good at it.â¯Our approach addresses these preconceptions by ensuring that all children experience challenge and success in Maths by developing a growth mindset. Books at Warren Mead show clear progressions and the wide array of challenges children are presented with. Clear and progressively developing fluency, reasoning and problem solving skills show through in each year group.
Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. These factors ensure that we are able to maintain high standards, with achievement at the end of KS1 and KS2 above the national average and a high proportion of children demonstrating greater depth.
