As a mathematicians we want the children to:
Implementation - How do we deliver the maths curriculum?
All pupils can achieve in maths. At Market Drayton Infant and Nursery School there is a ‘can do’ attitude where building children’s resilience, and understanding that learning from mistakes, is what will make people successful mathematicians. The school believes in the importance of challenging ALL children in the school to be the best they can be and the main curriculum driver is around ‘possibilities’ to ensure children ‘reach for the stars’, being ambitious and having high aspirations for themselves in everything they do. The school ensures that maths lessons provide the opportunity for ALL children, regardless of their ability, to work through Fluency, Reasoning and Problem Solving activities.
The best mathematics teaching is characterised by:
With all of this integral to daily maths lessons there will be good evidence of improving children’s attainment.
The expectation of the maths curriculum is that the majority of children will move through their learning programme broadly at the same pace. Our curriculum has some aspects of a mastery curriculum, which means that children need to be able to ‘master’ at a deep level each of the learning objectives for the Early Learning Goals and National Curriculum before moving on further.
Our curriculum is delivered through 8 different threshold concept using the Chris Quigley Essentials Curriculum. These threshold concepts of our curriculum can be seen below and each has a road map to show the progression of teaching from Early Years right through to Year 6. These strands and threshold concepts are constantly revisited to ensure key knowledge is secured in to children's long-term memory.
Maths Curriculum Pathways and Progression Map
Below are the Progression Roadmaps. Click on the icons below this to be able to see further details and guidance of each of the learning journeys that children will follow.
Special Educational Needs and Mathematics
How do we ensure all children can access mathematics lessons?
Pupils should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. We use appropriate assessment questions to set targets which are deliberately ambitious. Areas of difficulty are identified and addressed.
Effective quality first teaching is the key to enabling all children to participate and develop their mathematical knowledge and skills. Differentiation within lessons is a vital component to ensure that a balance of support and challenge are achieved for all abilities. This is the same in every subject and differentiation is adjusted as expectations of individual pupils rise through progress. Challenge and support specific to mathematics may include:
Pupils not secure within a lesson sequence are noted and interventions given to aid understanding of this area of learning prior to moving on. Similarly, added challenge is given if pupils are identified as requiring it. This may be noted by the teacher through questioning or the use of written work.
Impact - How Do We Help Children Get to a Deep Level of Understanding?
At each stage of learning (Basic, Advancing and Deep), children should be able to demonstrate a conceptual understanding of the topic and be able to build on this over time.
The advanced and deep learning stage are what we are ultimately aiming for when teaching maths using some aspects taken from the mastery approach. The content delivery pathway is carefully designed for the curriculum, ensuring that children are given opportunities to revisit learning and build on this throughout each stage of the learning. There has been much research on this and Bjork’s work highlights the importance of spacing topics out, little and often, over a longer period of time to harness the power of forgetting. This is the approach that has been taken for the maths curriculum.
Quizzes are carried out at the start of a topic to assess prior learning and then 'exit' assessments are carried out after a block of work has been completed, about two weeks later, to ensure that the knowledge has been retained. This then helps to identify the next steps in teaching when the topic is revisited again.
Other useful information and documents to support your child with Maths at home