Our mathematics curriculum is based on the Maths Mastery approach where children are taught as a whole class with scaffolding provided where necessary and pre teaching to ensure that all children can access the curriculum.

Concepts are taught in small steps through a clear lesson structure which includes warm up the brain, new learning, and development of this new learning through fluency, reasoning and problem solving. A typical maths mastery lesson is led by the teacher, with all of the pupils in the class working together on the same tasks at the same time.

Children use objects and pictures to physically represent mathematical concepts (the concrete > pictorial > abstract approach), alongside numbers and symbols – for example, using Lego bricks to add and subtract numbers. This helps them visualise abstract ideas, and as they become more proficient, they will gradually stop relying on physical props. The pace of the lessons is brisk, with teachers constantly asking questions about their thinking and inviting pupils to demonstrate solutions on the board.

Fractions

Year 5 learn about the relationships between the numerator and denominator when identifying equivalent fractions.

Intent

Following the national curriculum for Maths, our intent is that all our children will:

Implementation:

• A mastery approach based on the White Rose scheme of learning in line with the National Curriculum where teaching and learning should show progression across all key stages within the different strands of Maths.
• Pupils gain understanding of the mathematics relevant to their year group so that is it built upon in subsequent years.
• The majority of children will be taught the content from their year group only with the large majority of children progressing through the curriculum content at the same pace.
• Lesson design -our maths lessons are made up of four parts – Let’s warm up our brains -this is a recap on previous learning, Let’s learn something new – new learning including opportunities for children to answer questions and show what they know, challenge each other through answers given and reason about their answers. Children are encouraged to answer questions in full sentences. Let’s talk -discussion around new learning and reasoning around this, Let’s develop our learning – new learning is applied to reasoning and problem solving.
• Challenge is visible throughout the whole session, where children are asked to reason and prove their understanding at a deeper level.
• Children have access to key language and meanings in order to understand and readily apply to their written, mathematical and verbal communication of their skills.
• Children will use a range of resources to develop their knowledge and understanding that is integral to their learning.
• Children will be able to build on prior knowledge and link ideas together.
• Attainment will be assessed after each block of learning and at the end of each term through White Rose Maths assessments.

Impact:

The impact of our Maths curriculum is that each child learns more, knows more and remembers more so that they reach their full potential in this curriculum area.

• Most children will achieve age related expectations in Maths at the end of their cohort year.
• Children will retain knowledge that is pertinent to Maths with a real-life context.
• Children will be confident mathematicians who can talk about their learning in maths.
• Children will be engaged and challenged.
• Children will understand that maths is a vital life skill that they will rely on in many aspects of their daily life.
• Children will be able to reason and problem solve.