Maths
Math’s Curriculum Statement
Intent
At Langwathby C of E School our Maths curriculum is carefully designed to ensure that all learners build confidence and gain enjoyment from their Mathematical ability. We focus on proficiency and fluency in the fundamentals of mathematics (both declarative and procedure knowledge) so that all our learners experience repeated success, this promotes high levels of motivation and drives further progress.
By adopting a Mastery approach, it is intended that all children, regardless of their starting point, will maximise their academic achievement and leave Langwathby C of E School with an appreciation and enthusiasm for Maths, resulting in a lifelong positive relationship with number.
Once learners have established firm foundations, they are able to apply their knowledge (exploring patterns and making links) in order to complete more complex problem-solving tasks. Our ultimate aim is to deliver a structured and coherent curriculum alongside careful scaffolding and adaptions to develop learners as deep mathematical thinkers.
We use the White Rose Math scheme to provide a systematically planned and purposeful journey from Early Years through to Year 6. This scheme covers the statuary content requirements of the National Curriculum using carefully sequenced concept-led units to build long-term schema. The documents below detail the core facts, concepts, methods and strategies we use to give pupils the best chance of developing proficiency in the subject.
Through this rigorous approach we aim to nurture pupils to become numerate, confident mathematicians who are able to adapt their learning to enable them to work collaboratively and successfully in an ever-changing digital world.
White Rose Maths
Langwathby CofE Primary School Calculation Policy
Implementation
Mathematics is taught through a mastery approach which is underpinned by the belief that all learners can succeed and should have access to the same ambitious curriculum. Teaching and learning are guided by carefully sequenced planning that ensures learners develop a secure understanding of number, calculation and mathematical concepts over time.
Lessons build upon prior learning and provide opportunities for learners to revisit and consolidate previously taught content before new learning is introduced. Teachers use direct instruction, modelling, worked examples and guided practice to support learners in developing fluency, reasoning and problem-solving skills.
A key feature of mathematics teaching at Langwathby C of E Primary School is the use of the Concrete–Pictorial–Abstract (CPA) approach. Learners are first introduced to concepts through practical experiences using concrete resources. They then move on to pictorial representations before applying their understanding through abstract mathematical notation. Teachers move flexibly between these representations to reinforce understanding and develop deep conceptual knowledge.
The Calculation Policy provides a clear progression of calculation strategies across the school. Learners are encouraged to understand the mathematics behind procedures rather than simply memorising methods. Concrete apparatus, pictorial models and mathematical representations are used to support understanding and ensure consistency across year groups.
Teachers use ongoing formative assessment to inform planning and adapt teaching to meet the needs of learners. Whilst progression is carefully mapped, staff may adjust the pace of learning where necessary, providing additional opportunities for practice, consolidation or intervention when misconceptions are identified. This ensures that learners develop secure foundations before moving on to new content.
Teaching assistants are deployed strategically to provide targeted support and challenge. Through questioning, scaffolding and guided practice, they help learners access the curriculum, develop confidence and deepen their understanding.
The development of mathematical language is a central component of our mathematics curriculum. Learners are encouraged to describe, explain, justify and reason using precise mathematical vocabulary. Teachers model accurate language and notation and maintain high expectations of mathematical communication across all year groups.
Fluency is developed through regular opportunities to recall and apply key number facts and calculation strategies. Learners build confidence and accuracy through repeated practice and are encouraged to make connections between different areas of mathematics.
Assessment is used continuously throughout lessons to identify strengths, misconceptions and next steps. Immediate verbal feedback enables teachers to address errors promptly and adapt teaching accordingly. Information gathered from assessment supports future planning and helps ensure that all learners make progress from their starting points.
Teachers use systematic instruction, carefully modelled examples, practical resources and additional rehearsal to support learners who require further assistance. Where appropriate, learners are provided with additional scaffolding and opportunities to practise key concepts so that essential mathematical knowledge and procedures can be secured in long-term memory.
The implementation of our mathematics curriculum is reviewed regularly to ensure that it continues to meet the needs of our learners and reflects current educational research and best practice.
Impact
The impact of our mathematics curriculum is that our learners develop positive attitudes about Maths as an exciting and enjoyable subject.
Through high-quality teaching and the careful scaffolding of core concepts we ensure that our learners become resilient problem solvers, with a deep understanding of the fundamentals and the ability to reason and articulate their ideas mathematically.
Quality CPD develops teachers with solid subject knowledge and the confidence to address the needs of the pupils by adjusting their teaching and assessment methods and adapting their lessons when necessary.
Our learners accept they will make mistakes and understand this can strengthen their learning. They are confident to ‘have a go’ and can independently select the equipment and/or strategy they need to help them answer questions and solve problems.
Our maths books evidence ‘thinking’ of a high standard, they show carefully planned teaching sequences that demonstrate good coverage of fluency, reasoning and problem solving. Our feedback and interventions support children to strive to be the best mathematicians they can be; ensuring all learners make good progress from their starting points and that a high proportion of our pupils are on-track or above age-related expectations.
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Below are links to both Maths Shed where our learners will be able to access their fluency assignments, and a video guiding you as parents/guardians through the navigations of the Maths Shed website.
https://www.mathshed.com/en-gb/
https://www.youtube.com/watch?v=uVHb4srs0RU
