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Welcome toGilbertstone Primary SchoolTreat others as you wish to be treated

Mathematics

Intent:

 

At Gilbertstone Primary we believe that a high-quality, mastery mathematics curriculum should develop children’s love of mathematics.  Using the aims set out in the Early Years Framework and the National Curriculum, our aim of teaching mathematics at our school is to ensure 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. Children are encouraged to reason mathematically by following a line of enquiry, by making connections with taught concepts.  They are taught to 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.

By embedding a mastery approach to the teaching of mathematics, teaching and learning is consistent and will support pupils with their understanding and retention of core concepts. 

We intend to create a vocabulary-rich environment, where talk for maths is an integral part of daily mathematics lessons.  Pupils explore mathematics in depth using mathematical vocabulary to reason and explain their thinking.  A wide range of concrete, pictorial and abstract representations are used throughout the curriculum to aid conceptual and procedural understanding.

By teaching mathematics in this way, we aim to provide a curriculum which caters for the needs of all pupils and sets them up with the necessary knowledge and skills for them to become successful  mathematicians through school and beyond.

 

Implementation:

 

At Gilbertstone, we teach mathematics through Power Maths:  a DfE-approved mastery programme designed to spark curiosity and excitement and nurture confidence in mathematics.  This workbook-based programme is built around a child‑centred lesson design that models and embeds a growth mindset approach to maths and focuses on helping all children to build a deep understanding of maths concepts.  Power Maths is used from Reception to Year 6.

The vast majority of children progress through the curriculum content at the same pace.  Differentiation is achieved by emphasising deep knowledge through scaffolded support and, where possible, same day catch-up intervention is used to embed concepts to ensure a secure understanding before building on prior learning.

The Power Maths lesson structure is followed in school, which begins with a Power Up.  This 10-minute session includes, for example,  mental calculation strategies (e.g. Fluent in 5, Flashback 4), key number skills, times table practice (through TT Rockstars). 

At the start of the main lesson structure, new concepts are shared within a problem-solving context (Discover), where children are encouraged to discuss their mathematical thinking.  Through the use of a Concrete, Pictorial and Abstract representations, the initial problem is unpicked to support children to tackle similar problems independently.  This is achieved through a scaffolded teacher-led (I do, We do, You do) approach to embed a deeper understanding.  Independent intelligent practice is carried out in Power Maths workbooks where pictorial scaffolds are slowly removed.  This independent practice ends with a ‘Reflect’  section where children are encouraged to demonstrate their depth of understanding.  Children working at a greater depth level of understanding are further challenged using problem solving challenges from e.g. Power Maths (Going Deeper activities),Test Base or I See Maths.

In order to ensure a deeper understanding of the mathematical concepts taught, key vocabulary is embedded throughout by engaging children in a vocabulary-rich environment.  Children use a whole-school approach to broaden and deepen their knowledge of key vocabulary through ‘call and response.’

Through detailed medium-term plans, children are encouraged to make connections throughout their mathematical journeys, linking to the Ready to Progress materials from the DfE Teaching Maths in Primary school documents.

Regular assessment is carried out at the end of each unit through ‘End of Unit Checks’ (years 1-6).  Prior learning is revisited routinely through ‘I still can’ challenges so that key concepts are retained in children’s long-term memories.  Termly assessment of mathematics is facilitated through PUMA Rising Stars summative tests.

 

Impact:

 

The intended impact of our curriculum is that all children leave Gilbertstone having developed a love of mathematics with the key age-appropriate skills and knowledge necessary for the next stage of their learning. As a result of our carefully planned and skilfully implemented curriculum, we would expect the impact to be that pupils will:

  • Have a positive perception of mathematics by developing a growth-mindset approach to mathematics
  • Become confident, resilient mathematicians who are increasingly engaged in mathematics lessons
  • Be taught mathematics using a CPA approach to achieve mastery in this subject
  • Be able to confidently use concrete resources and visual representations to solve mathematical challenges
  • Be able to make connections within mathematics, across other curriculum subjects and with the wider world
  • Be able to use mathematical vocabulary to engage in discussions around mathematical concepts
  • Achieve well in mathematical assessments so that a greater proportion of our children achieve the expected standard or above at the end of each key stage.
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