At Liberty Primary School, we consider mathematics as far more than simply a core curriculum topic; it is central to helping children become happy, articulate, reflective and confident individuals. Developing numerical fluency prepares children to access a world surrounded by number and problem solving. It equips young people with key skills such as calculating, estimating, observing and predicting, which will be used extensively throughout their lives.
We foster positive can do attitudes and we promote the fact that ‘We can all do maths!’ We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through manageable steps, building on previous skills in a logical progression. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems. At our school, the majority of children will be taught the content from their year group only. They will spend time becoming true masters of content, applying and being creative with new knowledge in multiple ways.
We aim for all pupils to:
· Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
· Be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
· Reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
· Have an appreciation of number and number operations, which enable mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.
In September 2018, Liberty Primary School began transitioning towards a mastery approach to the teaching and learning of mathematics. The rationale behind changing our approach to teaching mathematics lay within the NCETM Maths Hub Programme as well as the 2014 National Curriculum. We are continuing to develop our practice and embed this approach across the school.
Curriculum design and planning
- Staff use White Rose Maths Schemes of Learning as a starting point in order to develop a coherent and comprehensive conceptual pathway through the mathematics. The focus is on the whole class progressing together. Collaborative planning with year group colleagues is takes place to ensure consistency.
- Learning is broken down into small, connected steps, building from what pupils already know. The lesson journey is detailed and evident on flipcharts (Smart Notebook) and on our maths working walls in classes.
- Difficult points and potential misconceptions are identified in advance and strategies to address them planned.
- Key questions are planned, to challenge thinking and develop learning for all pupils.
- Contexts and representations are carefully chosen to develop reasoning skills and to help pupils link concrete ideas to abstract mathematical concepts.
- The use of high quality materials and tasks to support learning and provide access to the mathematics is integrated into lessons. These may include White Rose Maths Schemes of Learning and Assessment Materials, NCETM Mastery Assessment materials, visual images and concrete resources, I see Reasoning, testbase and Mastering the Curriculum.
- Opportunities for extra fluency practice (instant recall of key facts, such as number bonds, times tables, division facts, and addition and subtraction facts) are be provided outside mathematics lessons (morning starters or post lunch).
By the end of KS2 we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They will have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
We measure the impact throughout each mathematical theme; teachers will monitor pupils' progress by;
- Daily formative assessments during lessons
- Marking of work
- Discussions with the pupils
- Whiterose assessments
- Testbase questions in upper key stage 2