Maths at Appleton Roebuck:
Using the first DfE recommended textbook and workbook scheme, Maths No Problem, allows us to follow a mastery approach and means our students have a clear progression across concepts and the opportunity to deepen their understanding. Lessons follow a clear progression from year to year and from lesson to lesson over units of learning. Calculation progression is modelled on the structures of MNP and ensures that pupils are moved through concrete, pictorial and abstract representations in a planned sequence and at an appropriate pace. Fluency of number is at the core of our curriculum and daily fluency sessions build this confidence through school. Problem solving is at the heart of our maths curriculum and our lessons use real-life problems as their foundation. Journaling activities and ‘Tricky Traps’ provide our learners with an opportunity to go deeper.
A Mastery Curriculum:
At Appleton Roebuck, we are of the belief that all pupils are capable of achieving high standards and challenge is part of everyday maths for all pupils. A Mastery Curriculum incorporates the 5 big ideas; Fluency, Mathematical Thinking, use of Representation and Structure, Procedural and Conceptual Variation and Coherence. Mastery teaching addresses the needs of all pupils on a daily basis. It meets the expectation that the majority of pupils will move through the programme at broadly the same pace with decisions about when to progress based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through questioning, being offered rich and sophisticated problems in the form of a ‘Tricky Traps’ or through journaling activities which promote deeper understanding. Planning for Mastery is developing across school and is supported by the maths leader, Mastering number in EYFS – Y2 and the Maths No Problem curriculum.
Maths lessons at Appleton Roebuck follow the 5-part Maths No Problem structure. All lessons begin with fluency, ‘shape of the day’ and a recap of the previous learning before following the maths no problem lesson structure.
1.Explore - lessons start with an opportunity to explore a real-life context problem and explore the maths it contains
2.Master - master the core maths needed to achieve the learning outcome
3.Guided - working with a partner or adult to guide themselves through a problem
4.Independent - an opportunity to master the learning outcome independently
5.Journaling / Tricky trap - an opportunity for learners to go deeper if needed
We aim to ensure that all pupils become fluent in the fundamentals of mathematics over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Daily fluency sessions are a core part of our maths curriculum and ensure pupils develop the ability to retrieve number facts rapidly. Children are required to reason and make connections between calculations. The connections made improve their fluency.
For example: Don’t count, calculate
For example, with a sum such as:
4 + 7 =Rather than starting at 4 and counting on 7, children could use their knowledge and bridge to 10 to deduce that because 4 + 6 = 10, so 4 + 7 must equal 11or 7+3 = 10 so 7+4 =11.
Reasoning (mathematical thinking):
Reasoning is a core part of our curriculum. All children are expected to respond using mathematical vocabulary in full sentences explaining their thinking. Our curriculum promotes enquiry, identifying relationships and developing an argument, justification or proof using mathematical language. Children are able to extend their understanding beyond arithmetic.
Progression in reasoning can be seen in lessons by the use of carefully scaffolded and differentiated questions
- Describing – saying what happened. What do you notice? What do you see?
- Explaining – beginning to offer reasons for what was done. How did you solve it?
- Convincing – can you convince me your mathematical thinking is sound?
- Proving – providing evidence that your thinking is correct.
NCETMs Mastering Number programme aims to build firm foundations in the development of good number sense for all children in Reception, Year 1 and Year 2 in addition to the maths lesson. The aim over time, is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. During these sessions, attention will be given to key knowledge and understanding needed in reception and then continues to build on this through KS1 to support success in the future.
Maths in EYFS and Year 1
Maths in Early years follows the Number blocks long term planning. Number blocks enable our reception children to build a solid understanding of number. The daily sessions are also supported by a daily mastering number session. Dedicated maths areas are planned for in provision and allow the children to explore maths naturally.
Maths in Year 1:
Maths in Year 1 follows the maths no problem long term planning and uses the maths no problem lesson structure. Sometimes, key concepts can take longer to cover and a lesson may be taught over multiple days. The daily maths lesson is also supplemented with a mastering number session focusing on the core areas of number.
Assessment of maths:
We use PUMA for summative assessment of maths once a term. In Year 1, assessment is done by formative teacher assessment. The lesson structure of our maths lessons allows for lots of opportunities to recap and revisit key learning and identify any misconceptions. Daily fluency tasks also allow an opportunity to assess prior learning and for any intervention to be taken.