Mathematics
Intent
At Great Kimble School we believe Mathematics is essential to everyday life and aim to foster a love of Mathematical learning in every pupil, awakening their sense of curiosity and enjoyment. We aim to achieve this by providing as many practical, fun, real life learning opportunities as possible. Pupils will learn a range of mathematical skills to solve problems in a variety of ways, and directly link their learning to real life situations, helping them to see the importance of mathematics in their everyday lives.
It is important to us that our pupils develop lively, enquiring minds and we plan rich mathematical lessons that provide plenty of opportunity for challenge and discussion. We aim to develop deep learners, with the ability to articulate their mathematical knowledge. Our pupils are taught about growth mindset and understand why it will help them to persevere when faced with a challenge. They also know that effective learning takes place through taking risks, trial and improvement.
In line with the National Curriculum aims, we strive for all pupils to:
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
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
be able 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.
Implementation
At Great Kimble School, we have high expectations for every learner. We want our pupils to master maths rather than having only surface knowledge and skills in this subject. ‘Teaching for mastery’ refers to classroom practice that gives pupils the best chances of acquiring a deep, long-term, secure and adaptable understanding of the subject. It is research and evidence-based and as such is recommended by the Department for Education (DfE) and the National College for Excellence in the Teaching of Mathematics (NCETM).
A mathematical concept or skill has been mastered when, through exploration, clarification, practice and application over time a student can represent it in multiple ways. Mastery means that pupils can think mathematically with the concept so that they can independently apply it to a totally new problem in an unfamiliar situation.
At the core of our mathematical curriculum is the CONCRETE, PICTORIAL and ABSTRACT approach to maths:
- Concrete – children have the opportunity to use concrete objects to help them understand and explain what they are doing
- Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems
- Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
We currently follow the ‘White Rose Maths’ schemes of learning to ensure curriculum coverage and further develop Maths Mastery across the school. This whole school approach ensures consistency in the teaching and planning of mathematics. Pupils are taught mathematics daily across every year group.
Impact
Pupil Voice Impact Analysis
Cracking Times Tables
In KS2, the children take part in a scheme to improve their rapid recall of times tables. It is a National Curriculum objective for children to know their times tables up to 12 by the end of Year 4. Cracking Times Tables is an innovative and fun scheme where the children are able to regularly practise their times tables in a motivating and purposeful way. For more information, please see the letter below.