Intent for Mathematics:
At Oakfield Primary School, we view Mathematics as an interconnected subject in which pupils need to be able to move fluently between different representations of mathematical ideas across a range of concepts. These mathematical concepts are organised into distinct domains, whereby pupils make solid connections across mathematical ideas to develop fluency, mathematical reasoning and a competence in solving increasingly sophisticated and challenging problems. Pupils apply their mathematical knowledge to science and other subjects where appropriate.
At Oakfield Primary School, we foster positive attitudes towards mathematics – we make maths fun! As part of lessons, pupils develop key skills; using concrete, pictorial and abstract representations through our ‘Try it, Apply it, Explore it’ method which is accessible to all pupils at their own individual levels across all concepts. We believe that all children can achieve in mathematics, and therefore teach for secure and deep understanding of mathematical concepts through a steps progressive approach.
We aim for all pupils to:
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, Explore 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; Numerical Patterns; Shape, Space and Measures. Through this area of learning children are provided with opportunities to develop and improve their skills in recognising, ordering and counting numbers up to 20 and beginning to subitise (recognise numbers without counting up to 5); to develop a deep understanding of composition of numbers up to 10, comparing quantities and solving simple addition and subtraction problems; beginning to explore patterns within numbers up to 10, including doubling, halving, odd and even numbers; exploring shapes, space 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 with a focus on developing fluency in number and calcuation as well as recall of multiplication tables including 'Times Tables Rock Stars' and the ‘Fast 10’ with a focus on a mental strategies across a range of concepts. Teachers in Key Stage 1 use resources from the National Centre for Excellence in the Teaching of Mathematics (NCTEM) to support pupils in addressing gaps in learning and developing number fluency and understanding.
Mathematical concepts are planned and taught in steps including ‘Try it, Apply it, Explore 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, Maths No Problem and resources from NCTEM, 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 plan to adapt the delivery of the lesson to address gaps in learning for individuals and groups of pupils.
Working walls include ‘models and images’ and ‘explore 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.