Underpinned by the following Coppull Parish curriculum drivers:
Speech and Language - Pupils will enhance their knowledge of mathematical vocabulary across the strands, understanding its meaning and purpose towards the work. Pupils are encouraged to use their understanding of vocabulary to talk through methods and discuss problems that need to be solved, conveying their full comprehension of the mathematical task in hand.
Mental Health and Well Being - Pupils are encouraged to take risks and build resilience in problem solving, taking this forth into their everyday lives where adversity can be met with more confidence. The understanding that failure at the first attempt is not failure is vital for children to build the endurance to combat complex situations.
Our implementation is developed through secure understanding of the curriculum and subject area.
Long term planning and assessment stems from the National Curriculum, with ‘Numberblocks’ being used in EYFS and ‘Focus Maths’ for KS1 and KS2 as the school scheme of work, basing learning on rehearsal, reasoning and problem solving to form a Mastery approach. Staff arrange the weekly sessions into their Medium term and weekly plans, with daily objectives and a breakdown of tasks.
Focus Maths also provides opportunities for Pre-Learning tasks to take place. This allows teachers to review what pupils already know or have learnt and can plan effectively for their first lesson of the strand.
Along with Focus Maths, teachers can use NCTEM and WHITE ROSE MATHS to help plan effectively a Mastery curriculum.
EYFS lessons consist of (THIS NEEDS RE-WRITING)!
Along with daily rehearsal of Key Mathematical skills e.g. mental and written methods, KS1 and KS2 lessons will often start with an ‘Anchor Task’ or a short problem, recapping what children have already done this year, helping embed what has been learn with further revision. This task may be rehearsal or more problem solving related, involve discussion.
Lessons include a Learning Objective that may be revealed at the beginning or as the lesson builds, allowing the children to formulate their own Learning statement when appropriate. A mixture of problems and class discussion help set up the lesson, reviewing yesterday’s work where necessary, with modelling and then rehearsal more independently.
As learning progresses, a reason/problem solving task will be exposed to the children, allowing them to use what they have learnt. This could be as part of a plenary or to the lesson or as a follow on for the next lesson.
Throughout lessons, teachers and teacher assistants review children’s work, allowing them to make precise decisions as to whether they need more time for rehearsal or to be moved on to more complex tasks. Throughout all learning, staff use appropriate and precise mathematical language with the aid of a working wall to display prior and current learning and vocabulary.
All children are given the opportunity to work towards the lesson objective in their own right, working at a level that challenges them appropriately. Pupils are often given a choice at the task they want to work at, depending on the confidence in their own subject knowledge, which allows children not to be ‘pigeon holed’ by anyone. We understand that all children have different strengths within a broad curriculum such as maths and encourage endurance. Children who have struggled with the concept are given further intervention prior to the next lesson in order for them to keep up.
Across the school children will learn through Concrete, Pictorial and Abstract learning.
All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
Through precise assessment, teachers can embed and further progress the learning for children effectively. Regular times table rehearsal along with the use of TT Rockstars allows children to sharpen up their knowledge of multiplication ready for the Year 4 National test.
Regular arithmetic tests take place, testing pupil’s mental and written skills, allowing teachers to set further rehearsal time for those who need it with interventions.
Termly assessments are used using Focus Maths papers. These provides insight into what methods and knowledge is embedded and what needs revisiting either through more anchor tasks or further lessons.
Staff at Coppull Parish collaborated to create Assessments based on the National Curriculum that can be used by teachers to analyse where pupils are at. This is then inputted into Lancashire tracker.
-Children will be able to have a rapid recall of their times tables.
-Children will have secure mental and written methods.
- Children will have a strong grasps of mathematical concepts and how they relate to the real world. These concepts will be taken with them into Secondary Education and adulthood.
- Children achieving true Mastery will be able to apply the mathematical knowledge they have and apply it to a range of situations across all areas of the curriculum.