At Alexandra Primary School, we value the importance mathematics plays in everyday life. Our children develop their understanding of the fundamentals of mathematics through varied and frequent practice so that knowledge can be recalled quickly and with accuracy, and applied in different contexts. Our mathematicians grow into deep thinkers who develop the skills and confidence to be able to solve problems and reason mathematically. We want our children to be able to recognise the importance of this core subject for themselves as individuals, to make meaningful connections across the areas of mathematics and use their knowledge with an understanding of its purpose in the wider world. All of this is through a carefully planned and sequenced curriculum that allows for thorough exploration of the full range of mathematical topics.
ROOTED IN KNOWLEDGE THROUGH SEQUENCED LEARNING
Planning for mathematics follows the structure of the White Rose Maths curriculum. Using the planning documents they have created allows teachers to see how this curriculum links to the National Curriculum as well as the progression of skills and knowledge that children will learn throughout their Primary schooling. The progression in skills is carefully planned in order to build fluency and deepen understanding of underlying mathematical concepts. Teaching is enhanced by a clear understanding of what children have learnt in previous years and where their learning journey will continue as they progress through key stages in the school.
This work in progress document shows the progress from Year 1 to Year 6 through the National Curriculum objectives and where they are covered in the White Rose Maths curriculum as well as where it supports the DfE’s ready to progress criteria.
Children are encouraged to find links with mathematics in other subjects to further develop their understanding of key concepts and where they can be applied. This could be collecting and presenting data in Science, measuring and weighing in DT, using grid references in Scratch in Computing and more.
Please click here for a White Rose list of maths vocabulary used.
Mathematics in the Early years
During the EYFS the essential building blocks of mathematics are established. There are regular opportunities for children to carry out activities across all areas of learning. Children will develop a secure knowledge base, vocabulary and develop a positive, ‘have a go’ attitude to maths. By the end of the EYFS, children should be able to:
- count objects, actions and sounds.
- Subitise- recognise quantities without counting up to 5.
- link the number symbol with its cardinal number value
- count beyond 20
- compare numbers
- explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be evenly distributed.
- understand the one more than / one less than relationship between consecutive numbers.
- explore the composition of numbers to 10.
- recall number bonds for numbers 0-5 and some to 10.
- investigate shapes.
- continue, copy and create repeating patterns.
In mathematics, teachers assess children’s progress by making observations during lessons and discussion as well as using evidence in books. Assessment is used to inform future lessons, ensuring children are supported and challenged appropriately. This can be done at any point during a lesson but during the retrieval flashbacks and questioning sections of a lesson will help inform future learning and identify areas to strengthen and deepen. Work can be self-marked in lessons (where possible) so that children can see their misconceptions and make progress in the moment. Children respond to and correct their mistakes. The Ready to Progress document helps to assess whether or not children have achieved key goals at the end of the year in their mathematical learning. At the end of a block of learning, children in years 1-6 will complete the end of topic assessments from White Rose to inform judgements of attainment and progress in mathematics. End of term assessments also help to inform children’s attainment in the subject. Age related expectation levels are reported to parents at the end of each year.
Mathematics is monitored through a variety of strategies, including: planning and book scrutiny, lesson observations and pupil voice activities.