At Redhill, mathematics is an essential part of the curriculum. As well as a core curriculum requirement, we aim to embed skills across the curriculum, with children having opportunities to apply their mathematical learning in real-life contexts. Mathematics is taught to every child, everyday, and shaped around the key outcomes expected by Curriculum 2014, which include a wide range of areas: number and place value, addition and subtraction, multiplication and division, fractions, ratio and proportion, geometry – position and direction and properties of shape, statistics, algebra and measurement. In all sessions, the 3 key aims of the curriculum are emphasised: number facts and knowledge, reasoning and communication, and problem solving, to ensure the children leave us as positive, confident and secure mathematicians who are willing to persevere and think creatively.As part of our work on transition for secondary school, the year 6 teachers have been working with the KS3 teachers at Thomas Telford. There have been reciprocal visits between the schools to observe teaching and learning and discussions held to determine how each school can support the process of transition. In addition, a group of gifted and talented mathematicians are attending a weekly maths club at Thomas Telford, run by their staff, with the aim of boosting attainment and enthusiasm for the subject of mathematics.
By the time children leave our school they can:
Above all, children should believe in themselves as mathematicians, to ensure a solid foundation to build on as they move on to secondary school.
Mastery is an approach where all children can achieve at a high standard in mathematics. It is a teaching and learning approach: challenge is provided by going deeper rather than accelerating in to new content. It means being able to use mathematical knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations, through problem solving, questioning and deep mathematical thinking. It is important that children have the time and opportunity to master facts, procedures and concepts in mathematics. As a result, teachers will prioritise areas of weakness through their teaching and target time appropriately. Mastery of mathematics is not a fixed state, but a continuum where children are always striving towards something new. It is built continually throughout school and is a valuable tool for life.
Longer units of work, prioritising key topics
Carefully structured lesson (vary where appropriate) to develop detail and depth in concepts, knowledge, skills and application
Quick Intervention – picking up and addressing mis-conceptions
Carefully chosen examples and activities; varying resources – right resources for the right job (models and images)
Teaching Methods (differentiation)
Keeping the class together; teaching the same topic and aiming for depth of understanding through questioning
Practice where needed; appropriate consolidation
Links with calculation policy (DEVELOP FLUENCY)
Reasoning is a key aim of the New Mathematics Curriculum. It is not only important in its own right, but impacts on the other two aims. For example, reasoning about known facts to work out what is unknown will improve fluency. The ability to reason also supports application to new contexts and solving problems. Reasoning is an important factor in a pupil’s success in mathematics: it supports deep and sustainable learning and allows connections between topics and areas to be made.
There are lots of things you can do to support your child at home! The most important thing to remember is that maths should be fun—we want children to enjoy what they are learning and feel confident in their own abilities. This will help them to be willing to “have a go”, even if they are not sure of something.
Maths is all around you and can do done little and often:
It is also important that you do lots of work with numbers. Children need to have a secure understanding of numbers to achieve their best. These are just some ideas you could use to make the work fun and interesting: