Subject Leader: David Smith & Poppy McKeown
At Orston Primary our intent in Mathematics is to teach a rich, balanced and progressive curriculum, using maths to reason, problem solve and develop a fluent understanding in each area.
We agree with the mastery principle that pupils should broadly move through the curriculum at the same pace. As far as possible, pupils stay together on the same topic with necessary differentiation such as removing barriers and providing targeted support.
Through intelligent practice and building up experience of different contexts, gradually we move towards mastery where students are fluent in the unfamiliar and can apply their skills in any new situation.
The policies, resources and schemes we have adopted support our vision and help children across the school to become fluent mathematicians who can reason and solve a range of mathematical problems.
The Minimum End of Year Expectations shows clear progression across school and also highlights greater depth qualities. Teachers at Orston Primary use their professional judgement when deciding if and when certain areas of maths need to have more or less time spent on them, depending on how well the class responds, rather than simply following what the White Rose scheme of work suggests.
To ensure a clear and consistent structure for lessons across the school we have adopted the White Rose Maths scheme of work, which we use to sequence and plan maths topics throughout the year. EYFS also use the NCETM Number Blocks scheme.
Our maths lessons follow many of the mastery principles – spending longer on topics to help gain deeper understanding, making connections, keeping the class working together on the same topic and a fundamental belief that, through effort, all pupils are capable of understanding, doing and improving at mathematics.
While every child is working on the same activities, one might finish just a few questions while another reaches the final challenge in the same time. All students have opportunities to develop reasoning and solve problems as well as develop fluency. Differentiation can be achieved, for example, through varying the degree of support provided, using enabling and extending questions, and providing or asking for alternative representations.
Teachers throughout school decide how children in their class will be best supported and challenged throughout the different areas of the maths curriculum using the planning and resources from the scheme of work.
The impact of our mathematics curriculum is that our children across all attainment levels are able to move through the curriculum at a similar pace. Teachers are able to use their professional judgment at all times which means that children are given sufficient time to not only learn but also practise each area of maths before moving on to a new one, this means children are able to develop a deeper, fluent understanding of each area of maths.
At Orston Primary we strive to develop resilience within the children, we tell our children that it is okay to get things wrong because the journey to finding the answer is the most important, which includes finding and correcting mistakes. We encourage children to persevere when attempting to solve problems, and give them to freedom to choose the equipment and strategies they think are best suited for each problem.
Useful Online Resources
|Number Frames (iOS app)||Number Line (iOS app)||Base 10 (iOS app)|
|Number Rack (iOS app)||Pattern Shapes (iOS app)||Maths Clock (iOS app)|
|Fractions (iOS app)||Maths Vocabulary (iOS app)|