Curriculum Intent

Through our daily teaching of Mathematics we aim to ensure that our children acquire a deep, long-term, secure and adaptable understanding of the subject by developing the children’s conceptual understanding, fluency, reasoning and problem solving skills. We want our pupils to leave Thomas Eaton Primary Academy competent, independent and enthusiastic mathematicians.

In line with the National Curriculum Objectives for Mathematics, our intent is that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

• 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

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

Central to our approach are the 5 Big Ideas which underpin mastery in mathematics.

At Thomas Eaton Primary Academy, we also expect and encourage children to use mathematical language to describe, discuss, examine, explain, justify and synthesize.

Through our co-operative learning strategies, we allow all children to discuss mathematical concepts and approaches and to share their ideas and approaches while using the correct terminology.

Curriculum Implementation

At Thomas Eaton, children study mathematics daily following the White Rose Maths Scheme of Learning. WRM is a blocked scheme, which allows for depth and breadth of learning within each strand of mathematics.                                                         

Hallmarks of our Mastery Approach

❖ Concrete, Pictorial and Abstract Learning: Children engage with a wide and varied range of concrete manipulatives, pictorial representations and abstract methodologies within each session. Cohesive use of CPA is a fundamental part of mastery in mathematics for all learners, not just those pupils with SEND. Concrete and pictorial references scaffold and strengthen understanding and are widely used as a teaching and learning tool from Foundation Stage to Year 6.

❖ Fluency, Reasoning and Problem Solving: Every learning session includes the opportunity to develop fluency skills, construct chains of reasoning using relevant knowledge alongside relevant terminology and solve increasingly complex problems in a systematic and coherent way.

❖ Mathematical Vocabulary: Sessions include explicit reference to vital mathematical vocabulary and the use of stem sentences to support and encourage all children to communicate their ideas with mathematical precision and clarity. These sentence structures often express key conceptual ideas or generalities and provide a framework to embed conceptual knowledge and build understanding.

❖ Fluent Recall: A real focus is on building number fluency so that children can mentally re-call facts, such as number bonds, multiplication tables and doubles and halves, efficiently. Skills are embedded and therefore can be transferred in a variety of contexts. The curriculum has been designed in this way, so knowledge is secure in pupils’ long-term memory. In order to further practise mathematical skills,

all children from Year 1 are encouraged to use Times Tables Rock Stars.                                                            

Our Pre-School and Reception pupils are encouraged to use NumBots to boost addition and subtraction skills.                 

EYFS

At Thomas Eaton Primary Academy we understand the importance of early experiences of maths.

The two key ELG’s for mathematics are:

1. Number: Number composition, subitising, recall of bonds to 5 and 10 and doubling

2. Numerical Pattern: Verbally count beyond 20, Compare quantities, explore and represent patterns

Practitioners provide creative and engaging opportunities for children to ignite their curiosity and enthusiasm for the subject, while focusing on the three prime areas of: Communication and Language, Physical Development and PSED.

Activities and experiences are frequent and varied, and allow children to build on and apply understanding of Numbers to 10. Concrete manipulatives are a key focus within sessions, as is the use of pictorial representations including Tens Frames and Part/Whole Models.

Children are actively encouraged to use mathematical terminology within their understanding, with a focus on developing positive attitudes and interest in the subject.

Attainment  

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.  Please see below:

To help you support your child at home, you can download the Calculation Policy and supporting your child at home documents. We hope you find these helpful.

Please do speak to your child’s class teacher if you want further information about the maths your child is learning.

The Structure of a Typical Mathematics Lesson at Thomas Eaton Primary Academy

Next Step Question – The pupils answer a next step question or make any corrections to their work from the previous day.

Daily Fluency – the children complete an addition, subtraction, multiplication and division question each day. This helps the pupil to develop their arithmetic skills and for these to embed in their long-term memory.

In Focus – The learning for the day is introduced to the pupils in a practical way.

Guided Practice – The pupils work through questions with the teacher and each other.

Independent Work – The pupils independently work through a series of questions at their own pace.

Mastery Questions – The pupils answers questions to deepen their learning.

Additional Maths information

Year 6 -   Arithmetic sessions take place on Wednesday afternoons.

                Maths club for a targeted group for an hour after school. 

                Introduction of daily practice of key facts, which are then also set as homework.

Times Table Rock Stars

Times Table Rock Stars is a fun and challenging programme designed to help practise the instant recall of their multiplication and division facts. When it comes to times tables, speed AND accuracy are important – the more facts a child remembers, the easier it is for them to complete harder calculations. To be a Times Table Rock Star they need to answer any multiplication fact up to 12×12 in less than 3 seconds! Each child is provided with their own login details allowing them access to Times Tables Rock Stars.

Research shows that daily practise is the best strategy for children to learn these important facts.  Short bursts of daily practise are much more effective than spending hours once a week.

Parental support is critical in this area.  For children to be fully motivated and for them to get the best out of the practice, they need an adult's help. Without a Parent's praise and reminders, without sitting down together or checking their work, practising times tables will not feel important.

Please find below the Parent Handbook for Times Tables Rock Stars. This contains all the information you need to support your child to become a Times Tables Rock Star. You can also download the free App by visiting your Play Store.

How you can support your child at home

Parents/carers often ask how they can support their child with Maths and there are lots of things that parents/carers can do to help develop their children's maths skills. Many activities are free and found in everyday situations, so there is no need to buy any books or spend money on expensive resources.

It's important to remember that maths is all around us. We come across problems that need to be solved using time and money in our lives all the time. We're managing risk and solving problems all day long, as well as estimating and measuring. By involving your child in day to day discussions which involve maths will go a long way in supporting your child. The most important thing is to make learning Maths fun!

Homework

Maths homework predominately focuses on developing the pupils mental and written calculation skills and learning their times tables. Pupils also have access to Times Tables Rock Stars.

Here is a list of further websites to help children become more confident in their Maths: