MATHEMATICS
What do we want our children to learn?
At All Saints Academy we nurture our young mathematicians and aim for our children to:
- become fluent in the fundamentals of maths;
- be able to reason (apply logical and critical thinking in order to work out the correct strategy to use, and as importantly, not to use);
- to be able to problem solve (finding a way to apply knowledge and skills to unfamiliar types of problems).What does mathematics teaching and learning look like at ASA?
Following the White Rose scheme of learning, we adopt a mastery approach to the teaching of mathematics to ensure that children develop a deep and lasting understanding of mathematical concepts and procedures to help them in school and in adult life. We want our children to become confident mathematicians with a ‘can do’ approach to the subject.
In the Early Years Foundation Stage (FS1 and FS2), we prepare children for their mastery journey. The White Rose Scheme of Learning is used to support teaching and learning in FS2. Maths teaching and learning in FS1 is supported by a program from Master the Curriculum, which is fully aligned with the White Rose Maths framework and the maths mastery approach. At this early stage of development, teaching and learning focuses on six key themes: cardinality, composition, comparison, measures, pattern and shape and space.
Cardinality relates to the children understanding one-to-one correspondence and grasping the amount that a number represents, including counting a selection of objects and understanding that the final number they say is the amount represented.
Composition relates to how numbers can be made, e.g. 5 can be made as 5 + 0, 4 + 1 or 3 + 2.
Comparison includes using key vocabulary such as most, least, more, less, fewer, same, double and half to compare two groups of objects or numbers.
Measures includes comparing the weight, length and size of objects and using different units of measurement.
Pattern includes noticing, making, copying, fixing and extending patterns.
Shape and space includes naming and recognising key shapes, understanding what happens when shapes move and combining shapes.
In the Early Year Foundation Stage, children are taught mathematics through short whole-class sessions, small focused-group sessions and continuous provision.
In Key Stage One and Key Stage Two, teachers continue to use the White Rose Scheme of Learning to ensure coverage of the National Curriculum and clear progression. To learn mathematics effectively, some things must be learned before others, e.g., place value needs to be understood before working with addition and subtraction, addition needs to be learnt before looking at multiplication. Each year group follows a sequence of learning which is broken down into small steps.
Follow this links to find further details of the maths curriculum in each year group.
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Reception |
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Year 1 |
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Year 2 |
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Year 3 |
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Year 4 |
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Year 5 |
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Year 6 |
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Our approach to the teaching of mathematics is through a clear structure of fluency and varied fluency, followed by the application of these skills to tackle a range of problem solving and reasoning tasks. Teachers provide explicit modelling of skills before moving onto guided practice and finally independent application. We believe that the development of problems solving and reasoning skills, such as working systematically, spotting patterns and working backwards, is essential so that children can confidently tackle problems and find solutions quickly and effectively. We also encourage children to explore alternative solutions and methods that could be used. Alongside this, we promote the use of talk so that children can articulate their thinking and demonstrate their understanding of key mathematical vocabulary.
Throughout school we use the CPA approach (Concrete Pictorial Abstract) to help children understand mathematical concepts and procedures. Children use concrete resources, such as Base ten blocks, counters, tens frames, to support their early understanding of concepts and procedures before moving onto pictorial representations. Children finally move onto abstract representations.
The mental recall of key mathematical facts (including times tables) is recognised as an essential part of the mathematics curriculum. From Y1, children begin to understand the concept of multiplication and in Y2, they start to learn 2x, 5x and 10x more closely. In Y3, this expands to include 3x, 4x and 8x and then in Y4, the expectation is to have a solid understanding of all the times tables up to 12x, ready for the national MTC assessment (Multiplication Tables Check). All eligible Year 4 children undertake this assessment in the summer term. At All Saints Academy, we engage with the online programme Time Table Rockstars to encourage children to develop their automaticity of multiplication/times tables facts. In Reception and Key Stage One we also promote the use of Numbots as a ways of developing automaticity of basic addition and subtraction facts
For further information about Times Table Rockstars or Numbots, please go to the Parent Zone.
Maths Meetings are part of the routine for learning in KS1 and KS2. In these sessions, pupils revisit maths skills daily for 10 mins using White Rose’s Flashback 4 resources or teachers use their own gap analysis to address a skill which needs consolidation. There is very robust evidence from cognitive science that when we try to remember something, that specific memory gets stronger. Conversely, if we do not have opportunities where we have to try to remember something, that memory will become weak. Teachers ensure that children build schema and embed key concepts into their long-term memory through planning regular opportunities to review previous learning. This is done through the regular use of retrieval strategies such as quizzing (e.g. Flashback 4) and mind mapping.
What is the impact of our mathematics curriculum?
Both formative assessment and summative assessments are used by teachers to inform teaching and learning in mathematics. During daily maths lessons, teachers ask questions, discuss learning with children and review work completed to assess progress and identify next steps for the class and where intervention is required. As children move up through the school, children become increasingly involved in the assessment process through self and peer assessment. At the end of each term, summative assessments are used with children from Year 1 to Year 6. Teachers use the outcome of these tests to inform next steps for their class and individual children.
National Multiplication Tables Check
The multiplication tables check (MTC) is statutory for all pupils at the end of year 4. The purpose of the check is to determine whether pupils can fluently recall their times tables up to 12, which is essential for future success in mathematics. It will also help your child’s school to identify pupils who may need additional support.
The Multiplication Tables Check is an on-screen check consisting of 25 times tables questions. Your child will answer 3 practice questions before moving on to the official check, and will then have 6 seconds to answer each question. On average, the check should take no longer than 5 minutes to complete. The school will administer the multiplication tables check within a 3-week period in June.
For further information: https://www.gov.uk/government/publications/multiplication-tables-check-information-for-parents
Key documents/links
- National curriculum for Mathematics (KS1 & KS2)
Mathematics programmes of study: key stages 1 and 2 (publishing.service.gov.uk)
- Calculation Policy- Addition & Subtraction
PowerPoint Presentation (whiterosemaths.com)
- Calculation Policy- Multiplication & Division
PowerPoint Presentation (whiterosemaths.com)