At Wheatlands Primary School, the intent of our mathematics curriculum is to provide an ambitious, connected curriculum, which is accessible to all pupils through planning a progressing scheme that will support and build on previously acquired knowledge, skills and understanding.
Our Progression of skills documents can be found below:
Our curriculum will maximise the development of every child’s ability and academic achievement by delivering lessons that are creative and engaging, and encourages our children to have a sense of enjoyment and curiosity about the subject.
In daily lessons, mathematics is taught with the intent of allowing children to become independent, resilient and competent mathematicians. Our curriculum provides opportunities for the children to make rich connections across mathematical ideas and become fluent in the fundamentals of mathematics, reason mathematically in a range of situations and develop skills in problem solving – three skills which are outlined in the National Curriculum.
In order for children to feel motivated, learning needs to be purposeful. Our mathematics curriculum ensures that our children are aware of the relevance of Maths in the wider world and that they are able to use their mathematical skills and knowledge confidently across the curriculum and in their lives in a range of different contexts.
Curriculum Implementation – Planning is based upon the learning objectives in the National Curriculum. For Year 1 – Year 6, our sequence of lessons is supplemented by the White Rose Maths scheme of work in order to ensure a balanced and structured coverage of objectives throughout the year takes place. Teachers plan lessons following our maths curriculum overviews that can be seen below
Our school written calculations policy maps the required written formal calculation methods for addition, subtraction, multiplication and division across the school. This Written Calculation Progression links the key concrete experiences with pictorial and abstract representations (written symbolic and spoken). We believe this supports pupils to move with confidence and develop a deep conceptual understanding through each strand of calculation.
While this policy focuses on written calculation in mathematics, we recognise the importance of mental strategies and known facts that form the basis of all calculations. Pupils are provided with frequent opportunities to compare and evaluate different calculation strategies. This helps them develop an understanding that efficiency is personal and based on the numbers involved.
Concrete, Pictorial and Abstract:
Concrete manipulatives are objects that can be touched and moved by pupils to introduce, explore or reinforce a mathematical concept. They provide a vehicle to help pupils make sense of complex, symbolic and abstract ideas through exploration and manipulation. Furthermore, they support the development of internal models and help build stronger memory pathways.
The act of translating the concrete experience into a pictorial representation helps focus attention on what has happened and why. This supports deeper understanding and a stronger imprint on memory. Pictorial representations are more malleable than concrete resources and, once understanding is secured, allow exploration of complex problems that may be challenging to reproduce with manipulatives.
- Abstract – Written
The aim, at our school, is for compacted forms of notation. Explicit individual steps in procedure are hidden or they have been shortcut. The informal and expanded methods expose all the intermediate steps, replicating thought processes more closely and support understanding prior to compaction.
- Abstract – Spoken
Learning to use the correct mathematical vocabulary is vital for the development of mathematical proficiency. The ability to articulate accurately allows pupils to communicate and build meaning. Ideas become more permanent. This can be scaffolded effectively using speaking frames.
The quick recall of multiplication and division facts (times tables) is essential for all children. The ability to recall these facts quickly enables children to answer related questions with ease. It is therefore important that we approach the teaching and testing of times tables in a progressive format across the school. Please see here for our long-term overview for times tables.
According to the National Curriculum the expectation is that ALL pupils by the end of Year 4 should know ALL times tables up to 12×12. It is also a fact that mandatory checks in the form of an online test will be administered to children in the summer term of Year 4 – The Multiplication Tables Check (MTC). The purpose of the MTC is to determine whether Year 4 pupils can fluently recall their multiplication tables. The check will help schools to identify pupils who are fluent in their times tables and those who require additional support.
At Wheatlands, considering the abovementioned, we use Times Table Rock Stars (a fun and challenging programme) to help pupils master the times tables. TTRockstars is introduced to children at the beginning of the Spring term in Year 2 and children use this resource up until the end of Year 6.
TTRockstars at Wheatlands Primary School:
• All classes from Year 3 to Year 6 (Year 2 in the Spring Term) access TTRockstars at least once each week (15 minutes).
• We monitor the leader boards in each year group weekly and proudly present their names for all to see on our TTRockstars display board.
• Each week, as part of our ‘Good Work’ assembly, we celebrate our new ‘Stars of the Week’ and our ‘Most Improved’ rockstars.
• Every half-term there are a number of ‘battles’ which the children are involved in. Each time a child logs in and competes in a Gig, Garage, Jamming or Studio session, they earn points, and these contribute to their class’s whole score. The ‘battles’ are against the other classes in the child’s year, phase or key stage and the winners are announced in our ‘Good Work’ assembly.