What is the intent and purpose of maths?
Maths is integral to every aspect of the world. We aim for the children to have a wide range of mathematical experiences so that they develop rich connections between concepts so they develop fluency, mathematical reasoning and competence as they complete increasingly challenging mathematical problems.
What does it look like at Lynsted and Norton?
We aim to provide a practical broadly balanced mathematics curriculum. We place a high priority on mathematical skills and, like English, teach maths in specific daily lessons with a range of opportunities to practice skills such as times tables practice outside of this.
Structure of Learning
Each unit focuses on a specific strand of maths taken from the Long Term Plan. The skills from the curriculum are taught to the children through the Five phases. These are:
Key Facts - Key Strategies - Investigating and Exploring - Learning to apply - Applying independently
Our lessons follow the mastery approach. The starting point for each lesson is the same for all children. The model of teach – do – teach – do must be used taking small steps in the learning. The structure of the lesson should include a coherent progression of work, starting with step A which will be the learning objective in its simplest form. Steps B and C take this learning point onwards, developing the complexity and deepening this learning. Children may progress through these steps at the own/teachers’ pace. Ongoing assessment during the lesson from the adults is essential in order that children access the steps at the right point. Some children may stay on Step A for the whole lesson if this is required so that they master the skill.
Before each unit, the children complete a cold task. This is their attempt at the focus strand of maths without any input. We assess this and use it to base the planning on, to know the areas which need developing and which the children already know. The cold task therefore needs completing before the unit is being taught giving you time to plan the unit effectively. The cold task is best to be completed in quickly without too much support or fuss. This may be completed at the start of the term giving a cold task for all the strands covered, if the children’s stamina allows.
The children’s final phase is the Hot Task. This is assessed against what the strand has covered and the progress from the cold task is measured as a percentage increase.
These sessions are daily for 15 minutes. The purpose of this is to focus on fluency of number and may include counting stick work and a focus on timestables. This needs to follow the Five Ps: Purpose, Pace, Participation, Positivity and Passion.
Multiplication Tables Check
In Year 4, the children will undertake the MTC. Children from Year 3 upwards use TT Rockstars to familiarise them with the format of the MTC and practise multiplication tables. Children complete a baseline assessment and are assessed termly in order that progress can be tracked. Timestables teaching is included in the daily fluency lessons.
Children are taught a progressive curriculum, with areas re- visted throughout the year. In order to achieve the objectives, pupils learn by using concrete manipulatives like the ones shown below.
They also use pictorial representations.
With an aim that pupils are confident using abstract methods too.
Pupils are encouraged to ‘move’ within the concrete-pictorial-abstract approach to ensure competence and confidence
By the end of Year 6 our pupils are confident in all areas of the 4 operations and are prepared for secondary school life.
To support the mental dexterity with numbers we learn number facts, such as number bonds and times tables. These are regularly practised and tested - often in fun ways like times table bingo or Timestables Rockstars. Key Instant Recall Facts (KIRFs) are sent home termly to be learnt to support the children's fluency in number recall.
Outside of the daily Maths lessons, children complete 'Flashback Four' which allows them to revisit learning from yesterday, last week, the previous unit and an area of misconception. This means that children are regularly reviewing recent learning and storing it into their long term memory
Key Instant Recall Facts (KIRFs) - These are sent home at the start of each term so parents can help support learning in school