Intent
At J H Godwin Primary School, we endeavour to provide all children with a purposeful, progressive, language rich maths curriculum, which is developed through the aims and objectives of the National Curriculum for Maths for Key Stage 1 and 2 and the Statutory Frame work for the Early Years Foundation Stage. We make sure that our curriculum is engaging and inclusive of all, encouraging children to have high aspirations, confidently pursue their interests and make a positive contribution to society.
At JH Godwin, we follow the White Rose Power Maths scheme as a curriculum start point for our lessons and adapt this to take into account the children’s needs, abilities and entry points. Our scheme is designed to ensure that children develop an enthusiastic and creative attitude towards mathematics that will stay with them throughout their lives. For more information about Power Maths see the Power Maths Explained document below.
It is our intent to provide pupils with a mathematical curriculum that develops the following:
- Understanding of number, factual recall and fluency – At J H Godwin, we recognise that the majority of our children arrive with lower-than-average attainment and therefore these skills are prioritised within our curriculum.
- Reasoning and problem solving – All children are given opportunities to solve problems to ensure that we develop confident and inquisitive learners.
- Vocabulary and mathematical terminology – Both are at the heart of our maths curriculum as we recognise that developing children’s mathematical ideas and explanations is key to mastering a concept.
Implementation
This will be done in the following way:
Progressive Subject Coverage Teachers will use the scheme of work in line with National Curriculum 2014. To plan and teach learning objectives and to plan and deliver progressive and challenging lessons. In the Foundation Stage maths is planned for using the Early Learning Goals for Mathematics: Number and Numerical Patterns.
Outstanding Practice in lessons:
- Teachers encourage children to make the link between their learning objective and real- life contexts.
- Children are given the opportunity to demonstrate and consolidate their knowledge in all lessons through journalling their understanding of the objective/mathematical concept.
- All new concepts are taught and modelled practically using manipulatives before moving on to pictorial representations and abstract problems.
- Word Aware strategies are used to teach new mathematical terminology, which supports children in developing robust explanations.
- Working walls are used to record the learning journey and mathematical strategies.
- Teachers model the reasoning process and acknowledge that there can be more than one approach for solving a problem. Teachers encourage children to use the most efficient strategy.
- Children have time to work independently and collaboratively in all lessons and there is challenge for all.
- Through our marking policy, we ensure that all children have the opportunity to self or peer assess and receive verbal and written feedback on their work.
Vocabulary Saturated Environments: Mathematical vocabulary is directly taught and modelled through Word Aware Strategies. In lessons, children will hear and see mathematical terminology modelled and will be encouraged to use it in both their verbal and written explanations
Real life contexts: Through linking our curriculum objectives to real life contexts, our pupils understand the importance of mathematics, are encouraged to be confident in numeracy and to apply the skills that they learn to simple problem solving.
Robust, fluid interventions and pre-teaching: Daily opportunities are planned for those children who require further support to be fluent and to promote the self-esteem of all learners.
Impact
By the end of EYFS, children will be able to count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they can add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
By the end of KS1, children will be able to partition two-digit numbers, add and subtract 2 two-digit numbers within 100 and can demonstrate their method using concrete apparatus or pictorial representations. They can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables. Children will be beginning to use this knowledge to solve missing number problems.
By the end of KS2, children will have an understanding of place value, including large numbers and decimals and can calculate mentally, using efficient strategies. They can recall and use multiplication and division facts up to 12×12. Using formal methods, children can solve multi-step problems set in a real-life context. Using estimation, children recognise whether their answers to a calculation are reasonable.