Nicol Mere Maths Curriculum
Maths Curriculum Statement
We see teaching mathematics as placing building blocks of learning on top of each other. We plan and teach in sequences of learning with skills and knowledge building on from each other. If a child has a gap in their learning, the sequence of learning is broken; consequently, the ‘tower of blocks’ will fall down. Those who are not sufficiently fluent with earlier material and with ‘gaps’ will consolidate their understanding, including additional practice, before moving on.
All mathematics teaching and learning is based on mathematical concepts/knowledge being taught in a sequence:
concrete (hands on) – pictorial – symbolic – abstract
Children are taught concepts using concrete representations alongside pictorial and symbolic representations: this process allows the children to gain a secure understanding of the concepts, finding and building links and also creating abstract representation in the children’s own tool kit – embedded learning.
Once children have a secure knowledge and understanding of the concepts, these are then applied in different contexts, question styles and/or problem solving questions. The knowledge and skills are also used and applied within different subjects in the curriculum. Our children ‘master’ the subject.
We plan for the majority of pupils to move through the programmes of study at broadly the same pace. Children who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content.
Our staff have the knowledge, skills, knowledge of their children and understanding of our ‘Nicol Mere’ expectations to plan and prepare sequenced learning from the Programme of Study (National Curriculum). Using this information and the use of on-going assessment, teacher’s plan the order of study with the awareness that concepts are often interconnected.
The four operations; addition, multiplication, subtraction and division are taught very early on in each year as these are used and applied in other aspects of the programme of study e.g. perimeter. They are practised regularly.
Multiplication, division facts and number facts, suitable for year groups, are also practised and used daily.
Mathematics is monitored. The SLT and subject leaders scrutinise books, interview pupils, complete formal observation and short informal learning walks; monitoring the embedded learning. This ensures the highest quality of teaching and learning and provides evidence of any whole school issues.
Assessment is on-going with teachers using questioning, children’s work, pupil discussions and shorts tests to monitor understanding. Learning is monitored to check for embedded learning. This supports decisions on the next steps of learning. An overall judgement of attainment is made at the end of the academic year. Judgements are moderated.
We offer a range of workshops to support our parents in their understanding of mathematics and how it is taught at Nicol Mere. We also encourage our parents to speak to their class teacher if they need advice or support in teaching mathematics.