Westcliffe Primary School Maths Curriculum has been designed in-house to ensure fluency, reasoning and problem solving skills are embedded within maths lessons and are developed consistently over time. Our curriculum ensures pupils are taught core mathematical methods and are fluent with these before being expected to learn how to apply them.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress are always based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through being offered a variety of routine and non-routine problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, including through additional practice, before moving on.
When teaching maths at Westcliffe, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving.
Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, adaptability and acceptance that a level of challenge is often a necessary step in learning.
The National Curriculum for mathematics aims to ensure that all pupils:
How maths is taught
Cuisenaire rods, in conjunction with other resources, are used throughout EYFS and KS1 in order to support the understanding of number and recall of number facts. Cuisenaire rods ensure that children have a visual representation of what they are learning. Teachers use the Cuisenaire rods in the move between concrete, pictorial and abstract understanding to enable the children to fully explain new concepts using mathematical language.
Children use the rods in free play, games and other activities to ensure they become completely familiar with the colours, the associated number names and the rods relationships with each other. Children are then able to use the rods to support in all four operations. Children move through a series of prompts that have been designed to ensure that they progress from using the Cuisenaire rods as a practical aid, to a visual prompt and to eventually assist in their abstract understanding of maths.
We believe that mathematics in the EYFS should be relevant and accessible to all children. Therefore, we teach the children about everyday mathematics and how exciting mathematics can be. Mathematics is taught in a systematic way over the course of the year and we use the ‘concrete-pictorial-abstract’ (CPA) approach. Using manipulatives ensures the children develop a deep and sustainable understanding of mathematics and have truly mastered mathematical concepts before they are expected to record them. We present amounts in many forms, including fingers, on ten frames and in a staircase. This supports the children’s understanding. Making connections with books, songs, games, rhymes and shape, space and measure allows the children to make connections in their mathematical understanding.
KS1 and KS2
Medium Term Planning has been written for mixed age classes – Year 1 and Year 2, Year 3 and Year 4 and Year 5 and Year 6. Mental/oral starters and main objectives have been identified for each term. Careful planning of the mathematical objectives means particular core content is repeated. This planned overlearning and planned revisiting during mental/oral starters and the main sessions ensures pupils have the best chance in developing proficiency.
A great importance has been placed on the expectation that pupils, early on, develop understanding of number and their automatic recall of number facts – this gives them the ability to progress through the curriculum at an increasing rate. This teaching and learning of core knowledge is supported by (but not an over reliance on) the use of Cuisenaire Rods.
In each phase, morning work is planned to allow more time on basic arithmetic. As well as this timetabling to embed facts, these basic facts and methods from KS1 are planned to continue into lower KS2. This sequencing of the core content continuing into lower KS2 at the beginning of Autumn Term allows pupils to link new learning to content they have previously required from the previous Key stage. The repetition of key knowledge and methods means pupils will learn the content thoroughly and are less likely to need to ‘relearn’ it.
Upper KS2 maths teaching also involves mental/oral starters to rehearse core facts, methods and strategies building on from previous years, as well as learning different types of problem solving skills. The Medium Term Plans offer a balanced approach. Pupils have the opportunity to become fluent with relevant facts and methods before being expected to learn how to complete different types of problems: e.g. explaining, justifying, proving etc.
Weekly lessons include timed testing to help pupils to learn quick recall of addition and multiplication/division maths facts (99 Club-see website). The high expectation that pupils maintain or improve their 99 club score* is included in the Pupil of the Week criteria. (See Behaviour Policy) Along with weekly timed tests, low stake testing (half termly- Number Progress Tests) ensures pupils are making progress and helps pupils remember and be prepared for more formal assessment.
Formal testing occurs at the end of each term. NFER tests are used at Westcliffe, as well as evidence from work in pupils’ books to inform the teachers’ termly assessments.
*exceptions made dependent on the learning needs of the pupils (SEND)
The calculation practices for Westcliffe Primary School has been sequenced to help pupils see the connections between number, place value and the four operations but also to build systematically on previous learning. The practices are consistently used across school by all teaching staff. Younger pupils are taught accurate mathematical methods to use recall of known facts. Older pupils are taught efficient and systematic methods that they can use for more complex calculations. Learners of new mathematical content are taught instructional approaches but it is important that pupils develop proficiency through a journey of discovery, not just emulating expertise. Thus, a fundamental part to early mathematics at Westcliffe Primary School, is developing a sense of number through careful planning and questioning by the teacher supported by the use of practical aids (such as, but not solely, Cuisenaire Rods). The calculation practices and the early learning - Cuisenaire prompts have been developed to draw on and make links with the content the pupils have previously acquired.
See attachments for examples of:
Concrete Pictorial Abstract (CPA)
We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in classrooms including Cuisenaire Rods, Numicon, Base10 and counters (concrete equipment). Rods are used to embed number facts. When pupils have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the pupils understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.
If you walk into a maths lesson, you will see
If you have any further enquiries about maths within our school, please contact Miss Melanie Troop or Mrs Dixon (KS1 Maths Lead)