Curriculum Intent

At FCVS mathematics is recognised as a key life skill. We firmly believe that embedding the core skills in mathematics alongside providing the practical activities, which enable pupils to apply their skills, provides the firm foundations for developing mathematical understanding and confidence in the subject.

Principles

The teaching of mathematics is given a high priority as it teaches pupils to make sense of the world through developing their ability to see patterns, to calculate and to reason and tackle mathematical challenges.

We use the evidence based ‘Teaching for mastery’ approach which is encouraged by the NCETM (National Centre for Excellence in the Teaching of Mathematics https://www.ncetm.org.uk/ ) and the DfE.

Teaching for mastery has five big ideas at its heart:

Coherence
Making connections between new concepts and those that have already    been understood and ensuring that all steps in learning are small steps enabling children to build their confidence and understanding. We use the White Rose small steps as a basis for our teaching.

Representation and Structure

Visual representations and practical resources are used in lessons to make the structure of the mathematical concepts understandable and explainable by the children. The aim being that children will develop a deeper understanding of what is actually happening rather than just learning a process.

Mathematical Thinking
Mathematical discussions are a key part of developing confidence in maths so talking and explaining is expected in all lessons. If taught ideas are to be understood deeply, they must be thought about, reasoned with and discussed with others.

Fluency
Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics is vital.

Variation
Varying the way a concept is initially presented to children, by giving examples that display a concept as well as those that don’t display it. Also, carefully varying practice questions so that mechanical repetition is avoided, and thinking is encouraged.

Planning

Teachers plan for their year group based on medium term plans designed to ensure progression in mathematical concepts. This planning follows the White Rose Scheme and is blocked to allow pupils to gain a deeper understanding and to make connections between mathematical ideas. In Nursery and Reception teachers follow the guidance outlined in the EYFS (Early Years and Foundation Stage) curriculum for number, shapes and measures.

Teachers across both schools plan lessons using visual models including bar models and practical resources such as; Numicon, Cuisenaire and Dienes, which underpin the concepts being taught. Pupils are encouraged to talk about and explain their reasoning as part of the lesson and to solve problems using their newly acquired knowledge.

Lessons include formative assessment opportunities resulting in the ability to extend those pupils who have mastered a concept and to support those who need more consolidation.

Feedback

Teachers provide feedback to pupils during lessons and through marking their books. 

Interventions

Continual formative assessment in the classroom enables teachers to identify those pupils who are struggling and to plan provision accordingly. 

Parental support

Children will be asked to complete tasks at home in order to consolidate their understanding. This may be through the online ‘Maths.co.uk’ program or other tasks set by the class teacher. It is important to encourage children to discuss their maths work and to explain their methods.