Rationale:

Our curriculum is underpinned by our five core values, supporting pupils’ academic and personal development, making learning and knowledge gain meaningful, developing pupils’ character and preparing them to be successful Eskdalers now and into the future. We achieve this by introducing pupils to the idea of our ‘Think like a..’ approach to their learning, enabling them to become a little more ‘expert’.

‘Think like a…’, including talk, write and read like a Mathematician is central to pupils’ learning and designed to develop pupils’ automaticity, oracy and vocabulary skills to enable them to use and apply Mathematical understanding, methods and language meaningfully.

The teaching of Maths at Eskdale complies with the National Curriculum 2014 and enables our pupils to become fluent in the fundamentals of mathematics so they can recall and apply knowledge of facts, concepts and formulae rapidly and accurately; to reason mathematically through providing justification and proof; and to solve problems. The teaching of Maths builds on what has been learnt previously, and lays the foundations for further mathematical understanding beyond Key Stage 2.

Our core intent is for all pupils to:

• Develop Skills and Understanding of maths through three areas of mathematics: fluency, reasoning and problem solving.
• Develop mathematical fluency – recall declarative (‘I know that’) facts, develop an understanding of written and mental mathematical calculations (procedural knowledge) and how to perform them accurately and efficiently.
• Reason about the mathematical methods they select to reach a solution, explain their thinking, and provide proof (conditional knowledge).
• Apply their mathematical skills to solve problems in different contexts by applying their knowledge and understanding (conditional knowledge).
• Develop their understanding and use of mathematical vocabulary.
• Develop their enjoyment of maths and develop their self-confidence.

In order to achieve this, Maths is taught through the school’s process model:

• I know that – Children learning and remembering key facts, formulae, concepts, principles and rules for quick recall (declarative knowledge).
• I know how – Using objects, pictorial, abstract (written methods) and vocabulary (procedural knowledge) to explore concepts and mathematical methods.
• I know when – Reasoning and Problem Solving using learning from the above stages.
• Assessment – Assessment of children’s knowledge and understanding is important throughout the above stages. Typically, assessment opportunities are provided throughout the lesson in Flashback 4s; activating prior knowledge; throughout the small steps teaching of the lesson; and marking of work. Pre-unit assessments are completed to identify pupils’ prerequisite knowledge and summative tests will be completed after a unit of learning and at the end of a term in order to identify where further teaching or intervention is required.

The teaching of Maths is delivered through our method of teaching (pedagogy), which incorporates meta-cognitive strategies to enable all pupils to retain the learning of knowledge. This is typically applied by:

• Activating Prior Knowledge
• Small step teaching delivery
• Independent practice
• Feedback

Useful Vocabulary explained:

• Ultimate_Maths_Vocabulary_List_KS1_KS2.pdf

Times Tables

We encourage children to use Times Tables Rockstars to help them practise their times tables. This is their weekly maths homework.

• Link to Times Tables Rock Stars
  The online site we use to support the children in their learning and practice of times tables

National Tests

The maths skills of all junior school age children are currently tested at two points:

Year 4: Multiplication Tables Check (MTC):

- Tests children's recall of the times tables up to 12 x 12

- Carried out in school, in June

- Performed online to a time limit

- Results used to identify children needing further support

- School performance data published on a national level

Year 6: Standard Attainment Tests (SATs):

- Tests children's understanding and application of the skills taught in the primary curriculum

- Carried out in school, in May

- Performed on paper to a time limit

- Reported to parents and carers in the child's end of year 6 report

- School performance data published on a national level

- Results passed on to secondary schools

How we adapt the Maths Curriculum for SEND Pupils

As part of our quality first approach to teaching, we use a range of strategies to support SEND pupils to access the Maths curriculum. The document below details examples of the adaptations that are made to support pupils in class.

• Adaptive Learning - Maths