The intention of the maths curriculum at Half Acres is that children are taught to become competent mathematicians with the flexibility to apply their learning to varied real-life contexts. We aim to develop children’s enjoyment of maths. Through mathematical talk, children will develop the ability to articulate and discuss their thinking. By the end of key stage two, children will leave our academy prepared for the next step in their mathematical education.
Maths skills are usually taught during the morning sessions within each year group. The pupils are given opportunities to apply the skills taught during maths lessons in other areas of the curriculum. The skills are taken from The National Curriculum and all children are exposed to age related content relevant to their year group. Bespoke long term plans ensure that children receive full coverage of the content in a cyclical structure. This allows children to revisit and consolidate concepts and deepen their understanding.
Teachers plan lessons that incorporate the three aims of the National Curriculum: fluency, reasoning and problem solving. Fluency, which forms the basis of our maths curriculum, is developed and enhanced by daily CLIC sessions (taken from the Big Maths scheme). This gives children opportunities to embed fundamental mathematical concepts, which they can then apply across the wider maths curriculum. Teachers draw from a range of high-quality resources such as White Rose Maths schemes, NRich and NCETM to expose children to a variety of reasoning and problem solving opportunities. Concrete, pictorial and abstract approaches are used to develop conceptual understanding. Teachers make clear links to real-life contexts to further broaden children’s ability to apply their mathematical knowledge.
Key Stage One
Teaching throughout key stage one ensures that children in our academy are equipped with the confidence to manipulate numbers up to 100. The key stage one curriculum provides opportunities for children to develop their competency in place value and the four operations. A high focus is placed on concrete, pictorial and mental strategies to equip children with a readiness for more abstract concepts to be introduced in key stage two. Teachers model correct mathematical vocabulary and children are expected to use this vocabulary to articulate their ideas.
Key Stage Two
Teaching throughout key stage two builds on the solid foundations of the previous key stage. Children are introduced to formal calculation methods in Year three and these are developed and built on each year in line with age related expectations. The frequent opportunities to reason and problem solve provided by teachers develops their conceptual understanding and prepares them for the statutory end of key stage assessments.
Summative assessment takes place at the end of each term and children’s progress and attainment is discussed with senior leaders in pupil progress meetings. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. Attainment and outcomes in mathematics have a prominent focus throughout our academy and are referred to in our school development plan. The teaching of mathematics is monitored frequently by leaders through lesson observations, book scrutinies and pupil interviews.
ase see the documents below.
- Key learning in mathematics year 1
- Key learning in mathematics year 2
- Key learning in mathematics year 3
- Key learning in mathematics year 4
- Key learning in mathematics year 5
- Key learning in mathematics year 6
- Big Maths for Parents
- Maths challenge 1
- Maths challenge 2
- Maths challenge 3
- Maths challenge 4
- Maths challenge 5
- Maths challenge 6
- Maths challenge 7
- Maths challenge 8
- Maths challenge 9
- Maths challenge 10
- Maths challenge 11
- Maths challenge 12
- Maths challenge 13
- Maths challenge 14