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ANGLESEY PRIMARY SCHOOL
MATHEMATICS CURRICULUM INTENT
Inquisitive, Resilient, Independent At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners. Our curriculum provides a range of creative, challenging and inspiring experiences for all. This equips our children with the life skills to be happy, flourish and be successful…Today, tomorrow and in the future |
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MATHEMATICS INTENT |
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When teaching Maths for mastery at Anglesey, pupils are given time to think deeply about the maths and really understand concepts at a relational level rather than as a set of rules or procedures. This slower pace ensures that students are secure in their understanding. Concrete, Pictorial, Abstract (CPA) is our key approach to teaching pupils a deep and sustainable understanding of maths. We aim to ensure that all children become fluent in the fundamentals of Mathematics, are able to reason mathematically and can solve problems applying their Mathematics. We are committed to developing children’s curiosity as well as an appreciation and beauty of the power of Mathematics and ensure children recognise the importance of Maths in the wider world. |
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PERSONAL DEVELOPMENT AND VALUES |
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INQUISITIVE An inquisitive learner has a thirst for learning and wants to discover as much as they can about the world by asking questions. |
RESILIENT A resilient learner can bounce back from challenges and problems, but also has the capacity to adapt in the face of challenging circumstances, whilst maintaining a stable mental wellbeing. |
INDEPENDENT An independent learner takes responsibility for their own learning. They are self-motivated and accept that frustration in the present is worthwhile to achieve future success. They take initiative and are good problem solvers. |
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Pupils develop Inquisitiveness in MATHEMATICS by:
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Pupils develop Resilience in MATHEMATICS by:
Using concrete resources and manipulatives to support visual representations.
Asking open-ended problems and a progression in reasoning skills encourages risk-taking and resilience. Children are encouraged to think ‘a problem is not a problem if we can solve it immediately.’
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Pupils develop Independence in MATHEMATICS by:
will be planned into many of the areas of learning within the classroom so children can independently access these at several points during the day, even if it is not in the dedicated maths area.
Numbots to take ownership of their own learning at home.
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CREATIVE, CHALLENGING AND INSPIRING EXPERIENCES |
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Creativity and fun are encouraged across the school from the youngest pupils, for example Number Fun Songs are used throughout the school to support learning by encouraging drama and role-play in maths, allowing for creative use of classroom space and bringing maths to life. From Early Years Children are encouraged to use aspects of maths for a purpose, including measuring items for a reason, to checking there are enough cups for a tea party. Open-ended activities help children be more flexible, inquisitive and creative in their thinking. This is also supported by playing games such as ‘What’s my Rule?’, ‘Which Number Where?’ and ‘Sum, Product, Quotient’. Children create their own word problems which takes them to a deeper level of understanding. They are encouraged to utilise models and images such as Numicon, ten frames and arrays to provide evidence in their lines of inquiry. Children are allowed to make mistakes in a supportive environment allowing space to be innovative in their thinking. They are encouraged to explore and manipulate numbers to allow them to flexibly use and adapt known facts to assist in mental calculations and this is often supported with practical equipment. We aim to use mathematics for real life scenarios for example to design a fairground, organise a summer fayre and start a business (e.g. hanging baskets). Children are able to experiment with symbols and number in a holistic way across their child-initiated play in Early Years. Numbers and Shape, Space and Measure are accessible throughout the indoor and outdoor classroom at all points of the day, allowing children to physically explore these aspects of learning at a developmentally appropriate rate. Role play areas will always incorporate aspects of Maths for children to play and learn in a realistic way. Children are encouraged to count often and using anything during the day, including claps, fingers, jumps, stairs and anything else that may be of interest to them. Construction blocks are available at all times for children to experiment with shape, space and measure. Number nursery rhymes are sung on a regular basis to engage children. Challenge and challenging activities are always present in Mathematics. Children across the school use the ‘I see’ resources, including I See Reasoning and Problem Solving reasoning in upper Key Stage 2 and NCETM resources promote Mastery in Maths. Through short number sessions, children are encouraged to embrace challenge by developing their knowledge in new areas. Children are supported at their level of understanding and challenged appropriately. Resources from the maths sessions in Early Years are available afterwards for children to continue their learning or to recap if they choose to do so, or to play with at their own level of engagement and creativity. Children are encouraged to use the language of maths in explanations and in independent activities Pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on. Low floor, high ceiling activities are encouraged where the threshold is mathematically accessible for all pupils whilst offering opportunity for all abilities to develop their resilience. These tasks allow children to work at different paces and take work to different depths at different times. Children work towards their ‘times table’ badges, following weekly challenges at class, year group and individual level and engage in the TT Rock Stars home learning programme Children across year groups participate in Able Maths days at Welford Primary and face challenge alongside pupils from other schools. In EYFS, real life opportunities are incorporated into the curriculum, such as going to the shop to pay for items with real money, going on ‘number and shape walks’ to find numbers and shapes in the real world and hopscotch in the outdoor classroom to physically add a different dimension to being aware of and learning numbers. Provocation are related to the children’s interests, such as counting dinosaur teeth, scoring goals or making brick castles. |
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MATHEMATICS IMPLEMENTATION |
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Our Mathematics curriculum follows the NC to provide a broad and balanced curriculum taught through daily Mathematics lessons. There are specific objectives which we as a school have termed as ‘Key Performance Indicators’ (KPIs), which are given priority across year groups, in order for us to be confident that pupils are working at expected levels and are ready for the next year group. Year groups incorporate ‘5 a day’ into their planning to build fluency and precision. All classrooms are all rich Mathematical language environments and working walls ensure new and previously learned learning is accessible and we use Maths Mastery to broaden and deepen understanding. We aim for children to be confident in each yearly set of objectives and develop their ability to use this knowledge to develop a greater depth of understanding to solve varies fluency problems as well as problem solving and reasoning questions. Although not exclusively, as a school we use planning from White Rose Maths. Pupils in Year 4 take part in the Multiplication Tables Check, in order for pupils to recall their times tables fluently. We use ‘Times Tables Rockstars as an online home learning platform, which also offers resources to be used in the classroom. |
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MATHEMATICS IMPACT |
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Each pupil has a profile of work which includes samples of a year’s worth of Mathematics work to show progression and also samples of number work from across their school life. The work in these profiles is moderated across year groups and across the school. We have a process of monitoring to ensure standards and this includes, observations, profile trawls, performance management, learning walks and Lesson Study to demonstrate dialogic teaching. Assessment for Learning techniques are incorporated in every Mathematics lesson, including feedback, appropriate marking, including gap comments. Each half term, Year Groups undertakes a formative assessment, the results of which are not published, but used for future planning and to highlight any individual learning gaps. Teachers make termly judgements for each pupil against year group expectations and bring this information to Pupil Progress meetings, alongside updates on intervention groups. We report the standards for individual pupils at the end of Reception, Year 2 and Year 6.
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