Intent for Mathematics:
At Oakfield Primary School, planning for Mathematics follows the programmes of study for Mathematics set out year-by-year for Key Stages 1 and 2. The ‘Try it, Apply it, Explain it’ approach which was developed in school is used to deliver Age Related requirements as set out in the national curriculum and ensure that pupils are fully supported and challenged to develop mastery elements. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
At Oakfield Primary School our Reception pupils follow the curriculum as laid down for the Early Years Foundation Stage framework, based on the Early Learning Goals which set out what is expected for most pupils by the end of the Early Years. Mathematics is a Specific Area of Learning which includes Numbers and Shape, Space, Measures.
Through this area of learning children are provided with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems’ and to describe shapes, spaces and measures.
In planning teaching and learning for Mathematics, teachers utilise the statutory requirements for their key stage and band statements to generate appropriate learning objectives and success criteria. Lessons begin with a mental starter including the ‘Five Minute Frenzy’ with a focus on developing fluency in number and calculation as well as recall of multiplication tables and the ‘Fast 10’ with a focus on a mental strategies across a range of concepts.
Mathematical concepts are planned and taught in steps including ‘Try it, Apply it, Explain it’ tasks in every lesson to develop mastery at all levels. Teachers use a wide range of resources and schemes, including White Rose, Primary Advantage Maths and Maths No Problem, to support them in planning, as well as ‘Convince Me’ cards and ‘real life’ problem solving to develop reasoning skills.
Planning takes the form of ‘Steps Progression’, whereby a concept is planned from the basic to the more complex through various steps, ensuring that teachers ‘mind the gap’ and plan to meet gaps in learning for individuals and groups of pupils.
Working walls include ‘models and images’ and ‘explain it’ prompts to support pupils in being independent in their learning and developing key vocabulary to use when explaining their reasoning. Pupils are encouraged to ‘choose a resource’ to support them when working independently. Table resources are available and pupils have access to a wide range of manipulatives within every lesson to support them in their learning.
Teachers regularly plan ‘assessment questions’ to assess previously taught concepts or gaps in learning. These are used to inform planning and gather evidence for assessment against the band statements.
At Oakfield Primary School, we believe that making links with other subjects gives a meaningful context for the work and provides opportunities for consolidation of skills and cohesion of understanding through application in other areas.
There are opportunities within the curriculum to extend and relate learning in other subjects to objectives identified in the programme of study for Mathematics.