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"The new approach to teaching mathematics has transformed teaching in this subject."

Ofsted 2018

Maths

Our vision

At Down Ampney Primary School, our mathematics teaching is underpinned by the idea that all children are encouraged by the belief that by working hard, they can succeed.

Aims

The National Curriculum for Mathematics (2014) aims for pupils to:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • 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.

In order to support the aims of the National Curriculum, our Maths teaching is rooted in a detailed, structured program of progression, mapped out across all phases which ensures continuity and supports transition to the next year group. Whole-class interactive teaching, using practical resources within all year groups, fosters deep conceptual and procedural knowledge, as well as a love for learning. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. Teachers understand that children’s chances of success are maximised if they develop a deep and lasting understanding of mathematical procedures and concepts and can make connections to other areas of their mathematical learning. Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning and the structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained. Pupils are encouraged to think about what they notice when learning new concepts and to make links to what they already know.

The NCETM’s ‘5 principles of mastery’ model exemplifies our aims in relation to the teaching and learning of mathematics and our maths curriculum ensures a deep, long-term, secure and adaptable understanding of the subject.

Click here for more information about the stages of our mastery approach: https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/five-big-ideas-in-teaching-for-mastery/

What our lessons look like

At Down Ampney Primary School, we cultivate positive ‘can do’ attitudes towards Mathematics and teach for secure and deep understanding of mathematical concepts. We use mistakes as an essential part of learning and provide challenge through rich and sophisticated problems before acceleration through new content.

Independent work in our Maths lessons is supported by talk; sharing ideas and puzzling over problems with partners or in small groups. We believe that mathematical talk is key to developing learning and that sharing their ideas helps to strengthen children’s own understanding. After whole class learning, children work through three levels of depth: Do It (fluency of calculation), Secure It (developing a deeper understanding through reasoning and explanations) and Deepen It (applying their new knowledge and skills to solve a problem). We all review the learning together at the end of every lesson, ensuring every child feels successful. In addition, our daily Maths MOT (Maths on Track) sessions allow children to revisit and secure previous learning, either from earlier that week, earlier in the term or from the year before.

Each lesson focuses on a manageable step of new learning based on the NC statements.

Typical Lesson design:

1) Hook It: Introduction

2) Teach It: Live modelling of the new learning with explicit use of potential misunderstandings

3) Practise It: All children practise together  Support & Challenge

4) Do It: Up to 5 examples – 5 ‘What it is’ or ‘3+2 ‘What it is/What it’s also’ Challenge 1: Procedural Fluency

5) Secure It: 1 or 2 Misunderstandings (True/false, Spot the mistake) Challenge 2: Conceptual Understanding

6) Deepen It: Apply understanding to solve new problems Challenge 3: Mathematical Thinking

7) Review It: Lesson Recap: Key Concept Statement and Key Vocabulary

Downloadable documents

Mathematics Core Skills Progression Year R-6

Whole Year Road Maps Y1-6

Calculation Strategies Y1-6

EYFS Maths Annual Overview

KS1 Maths Annual Overview

LKS2 Maths Annual Overview

UKS2 To be added shortly

NCETM Progression in mathematical skills and knowledge

 

Curriculum coverage by year group.

Y1

Y2

Y3

Y4

Y5

Y6