Intent

Our aim for Mathematics at Eythorne Elvington Community Primary School is to create opportunities for pupils to manage money, time, cookery and other life skills.

We ensure there is a broad and balanced maths curriculum in place ensuring progressive development of knowledge and skills for all children. Children are encouraged to have a natural curiosity of the numerical world; encourage questioning and exploring as well providing opportunities for critical evaluation of evidence.

In line with our whole-school Curriculum Intent, teachers will enthuse and inspire pupils in maths by bringing the learning alive through practical, hands-on experiences that encourage curiosity and questioning.  Our aim is that these stimulating and challenging experiences help every child secure and extend their mathematical knowledge and vocabulary.

As always, our core school values will be seen through the subject. Pupils will be encouraged to have the confidence to be able to ask questions to further cement their mathematical understanding of knowledge and skills. We want there to be no limits to what their ambitions are, and grow up wanting to potentially forge careers where high level maths is essential.  During lessons they will be shown how perseverance is integral in maths when using regular trial and error methods to overcome a challenge and find answers to problems.  Taking their learning of the natural world, they will develop a sense of empathy for all within maths lessons and learning.  Pupils will learn to celebrate the success of individuals from the past and present, as well as their own success in their learning.

Implementation

Our mathematical curriculum has been designed to cover all of the skills, knowledge and understanding as set out in the National Curriculum. The National Curriculum states that maths is ‘an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.’  To ensure that pupils develop a secure knowledge that they can build on, we have a coherently planned and sequenced curriculum which has been carefully designed and developed with the need of every child at the centre of what we do.  We follow the National Curriculum elements of:

Number | Place Value | Fractions | Measure | Geometry

The above are all mapped out to ensure that pupils build on secure prior knowledge. When covering each of these strands, the content will be carefully organised for each cohort through a long term plan which is closely monitored by the subject leader. Content knowledge, substantive concepts, key questions, possible misconceptions and progressive vocabulary will then be planned for at a greater level of detail in medium term plans.

Maths is delivered through daily subject specific teaching as well as shorter, arithmetic based, fluency and consolidation sessions.  The aim of this is to allow for clear progression from EYFS through to Year Six.

Review | Teach | Practise | Apply

All learning will start by reviewing previous knowledge. Pupils are taught the specific mathematical vocabulary and these ideas, words and concepts are defined so as to allow them to fully access the learning within the teach element of each maths session. Children will be taught the knowledge, skills and processes to help them progress through the mathematics curriculum.  Pupils havethe opportunity to practise the skills and knowledge taught during the next part of the lesson, and this learning is supported by the teaching of stem sentences, use of manipulatives and accurate use of mathematical vocabulary. In the final part of every lesson all children will have the opportunity to apply their mathematical skills and knowledge in problem solving and reasoning activities. This enables them to consolidate and extend their learning.

Learning will be supported through the use of knowledge organisers that provide children with scaffolding that supports them to retain new facts and vocabulary in their long term memory. Knowledge organisers are used for pre-teaching, to support home learning and also as a part of daily review. Learning walls in every classroom provide constant mathematical key vocabulary for children to refer to as well as prior learning reminders.  Continuous provision areas in every classroom allow opportunities for pupils to practice and apply their maths understanding and skills.  Continuous, formative teacher assessment will be used to assess understanding and highlight any gaps to be addressed and then more formal end of term assessments are used three times a year, with gap analysis allowing teachers to plan forward. 

Impact

The impact of this curriculum design is to ensure that all pupils will be able to acquire the appropriate age related knowledge linked to the maths curriculum and real life.  As they progress through the school years, the maths lessons will equip the children to progress from their starting points and within their everyday lives to a point where they become fluent in the fundamentals of mathematics, can reason and follow a line of enquiry and 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

Through various workshops, trips, maths week initiatives as well as interactions with maths expert and secondary colleagues, our curriculum will lead pupils to be enthusiastic mathematic learners.