Curriculum Intent and Implementation

In line with the National Curriculum objectives for Mathematics, our intent is 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.

* reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

* can 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.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Central to our approach are the 5 Big Ideas which underpin Mastery in Mathematics (NCETM)  - the diagram below is used to help bind these ideas together:-

Here’s a flavour of what lies behind them:

Coherence

Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.

Representation and Structure

Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation

Mathematical Thinking

If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: 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

Variation

Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.

The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

We expect and encourage children to use mathematical language to describe, discuss, examine, justify and synthesise. Children discuss mathematical concepts and approaches and share their ideas and approaches while using the correct terminology.

Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics. The large majority of children progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and same day (whenever possible) intervention. To ensure whole school consistency and progression, the school implements lessons based on the'Mathematics guidance: key stages 1 and 2 - Non-statutory guidance for the national curriculum in England - June 2020'  Ready to Progress and NCETM Curriculum Prioritisation documents. This publication aims to: bring greater coherence to the national curriculum by exposing core concepts in the national curriculum and demonstrating progression from year 1 to year 6 and to summarise the most important knowledge and understanding within each year group and important connections between these mathematical topics. This publication identifies the most important conceptual knowledge and understanding that pupils need as they progress from year 1 to year 6. These important concepts are preferred to as ready-to-progress criteria and provide a coherent, linked framework to support pupils' mastery of the primary mathematics curriculum. Please note that the publication does not address the whole of the primary curriculum, but only areas that have been identified as a priority. It is still a statutory requirement that the whole of the curriculum is taught (please see the programmes of study and our scheme of work documents for details). However, by meeting the ready-to-progress criteria, pupils will be able to more easily access many of the elements of the curriculum that are not covered by this guidance.

We are also part of the DfE funded Maths Hub programme and are part of the sustaining stage. The school is committed to providing staff with access to high quality continuing professional development opportunities. Every fourth staff meeting is also dedicated to Mathematics.

To further enhance our Mathematics curriculum, EYFS and KS1 teachers are currently working with the NCETM Maths Hubs in their year group specific work groups to implementing the 'Mastering Number Programme 2021-22.'  This programme develops solid number sense, including fluency and flexibility with number facts, which will have a lasting impact on future learning for all children. This programme also involves high quality professional development for teachers. The mastering Number programme is wholly consistent with teaching for mastery. Children in Reception, Year 1 and Year 2 have a daily teacher-led session of 10 to 15 minutes, designed to ensure that pupils develop fluency with, and understanding of, number that is crucial to future success in maths and academic progress more generally. In Year 1 and Year 2 these daily 15 minute sessions are known as 'Whizzy Maths' on the timetable for the children and are in addition to their daily mathematics lesson that is from the NCETM Ready to progress & Curriculum Prioritisation documents.

We are committed to improving Mathematics in the Early Years and undermining all our work is the implementation of the 5 key recommendations from the Education Endowment Foundation  report 'Improving Mathematics in the Early Years and Key Stage 1.'

Impact

Pupils’ skill, knowledge and understanding is assessed against the National Curriculum attainment targets. The impact of the curriculum on learners will be monitored primarily by the class teacher who is responsible for all teacher assessment. Teacher assessment is recorded each term. The Maths Leads, KS1 Lead, Deputy and Headteacher monitor progress on a regular basis in the form of observations, data analysis, pupil progress meetings and work sampling.

Formative Assessment will be a key part of every lesson. The teacher will share the objectives for the lesson with the children and make sure they are clear what is being expected of them to successfully achieve the objective. The short-term assessment will also involve the teacher checking the children’s understanding at the end of the session to inform future planning and lessons.

Summative assessment is undertaken using standardised tests at intervals determined by the Headteacher.

Ultimately, the impact of Little Bowden's KS1 Maths curriculum will be measured in the children's attitudes to Mathematics alongside outcomes for learners across the Key Stage and in the nationally released data from KS1 SATS.