Maths

Mathematics is a core subject within the National Curriculum and at Key Stage 1 is broken down into the following areas which are taught over each year (see long term plans below)

• Number – number and place value
• Number – addition and subtraction
• Number – multiplication and division
• Number – fractions
• Measurement
• Geometry – properties of shape
• Geometry – position and direction
• Statistics

In the Foundation Stage it is split into

• Numbers
• Numerical patterns

Mathematics is essential in everything we count or calculate and in problems which we have to solve in our daily lives. Children’s knowledge, skills and understanding in mathematics develop as they use it in practical activities, to solve relevant and meaningful problems and explore the patterns and relationships between numbers.

Learning to talk about mathematics and explain our thinking, ideas and methods is an important aspect of learning to understand and use mathematics to tackle problems. Developing the ability and confidence to use mathematics in this way enables other important qualities such as perseverance, resilience, self-belief, a positive attitude to challenges and team working skills.

The National Curriculum for mathematics aims to ensure that all pupils:

• Become fluent in the basic skills of mathematics, such as number bonds, times tables and mental calculations.
• Reason mathematically by following a line of enquiry, understanding relationships, patterns and generalisations, and explaining their thinking using mathematical language.
• Can solve problems by applying their mathematics to a variety of problems with increasing confidence, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

At Pinewood, we have been part of the Teaching for Mastery Program which supports our aim to give all pupils an equal opportunity to experience all areas of the mathematics curriculum using the mastery approach.

The key principles of mastery teaching in maths are:

• Spending longer on a concept so that learning can go deeper.
• Whole class is taught the same small step, the next step is for everyone. Children work in mixed ability pairs.
• Carefully crafted lessons consider misconceptions children may have as well as contexts for their learning.
• CPA (Concrete, Pictorial, Abstract) is at the heart of the teaching and learning and manipulatives are used to introduce new concepts to all children.
• Maths talk including reasoning, use of stem sentences and a focus in key vocabulary will be evident.
• Differentiation is by questioning, outcome, use of resources, intervention, going deeper and mind workout challenges. Children will not be accelerated into another year’s curriculum content but will have opportunities to apply their learning through problems solving and reasoning.
• Connections between areas of maths are explicit and the curriculum overview reflects this.