Christ Church C of E Primary School

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Maths

At Christ Church C of E Primary, Oldbury we believe that every child should be given the opportunity to ‘Let Your Light Shine in order to reach their full potential’. ‘SHINE’ (to be successful, happy, included, nurtured and enriched) is embedded into the policies and practices of mathematics and across all curriculum areas. This summary is written in association with the Maths Policy at Christ Church C of E Primary School.

We teach through a mastery approach based on the White Rose scheme of work. We also work with the NCETM through the Central Maths Hub and use anchor tasks at the start of lessons to enable all students to access the curriculum at their own level.

An example of an anchor task taken from year 6 is shown here.

Anchor tasks are completed in pairs or groups and children are given the opportunity to discuss in detail.

As is imperative to the teaching for mastery approach, children are taught in a mixed ability setting with no sets, streams or ability groupings.

This model is based on both the Shanghai and Singapore approaches where the work is pitched at a level suitable for all. 

 

The areas of mastery and the teaching for mastery model is shown below.

The school aims to: 

 Meet the requirements of the National Curriculum;

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  • Provide a relevant, challenging and enjoyable mathematics curriculum for all children;

  • Promote mathematics as an essential element of communication, which allows children to describe, illustrate, interpret, predict and explain;

  • Provoke an appreciation of the relationships in mathematics, not just in number, but in all areas of mathematics

  • Show children the fascination of mathematics and promote a way of doing mathematics, which harnesses their imagination, initiative and flexibility of mind;

  • Build children's confidence in mathematics by creating an 'I can do this!' culture in, and outside of, the classroom;

  • Encourage children to work systematically;

  • Encourage children to work both independently and interdependently.

  • Ultimately create and nurture a successful mathematician (S and N of our SHINE motto)

To become good mathematicians, we aim for children to develop: 

  • An understanding of the important concepts and an ability to make connections within mathematics.
  • A broad range of skills in using and applying mathematics.
  • Fluent knowledge and recall of number facts and the number system.
  • The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
  • The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
  • The ability to embrace the value of learning from mistakes and false starts.
  • The ability to reason, generalise and make sense of solutions.
  • Fluency in performing written and mental calculations and mathematical techniques.
  • A wide range of mathematical vocabulary.
  • A commitment to and passion for the subject. 

In order to have competent and effective learners, the staff are expected to: 

  1. Set high expectations which inspire, motivate and challenge pupils;
  2. Promote good progress and outcomes by pupils;
  3. Demonstrate good subject and curriculum knowledge;
  4. Plan and teach well structured lessons;
  5. Adapt teaching to respond to the strengths and needs of all pupils;
  6. Make accurate and productive use of assessment;
  7. Manage behaviour effectively to ensure a good and safe learning environment;
  8. Fulfill wider professional responsibilities. 

 Teachers will support progression in mathematics in a wide variety of ways:

  • Making learning visual, auditory and kinaesthetic

  • Model and explain thinking daily

  • Encourage pupil modelling daily

  • Encourage and supply use of practical equipment. Examples of which are shown below.
  • Specifically teach vocabulary relevant to mathematics daily
  • Ask probing and open-ended mathematical questions using Blooms taxonomy approach
  • (For example: What do you notice? What do you wonder? What’s the same? What’s different? Which is the odd one out and why? Is it always true, sometimes true or never true?)
  • Develop growth mindset thinking of both the staff and children by: valuing mistakes and persistence; promoting confidence; modelling no fear of failure; having a ‘can do’ approach

Assessment for Learning (AfL) is an integral part of all maths lessons and there are regular stops during lessons where there is feedback on progress made so far.  

 

This may be in the form of self or peer assessment, teacher-led mini plenaries or visualiser stops (VS). Traffic light coloured cups are often used as part of the self-assessment process. Assessment is constantly evolving and informs planning and teaching day-to-day to nurture children of all abilities and strengths.

 

Pupils each have a ‘learning ladder’ at the front of their books which mirrors the National Curriculum. Objectives are highlighted off when the children’s knowledge is secure and embedded in the long term memory.

We aim for depth of understanding rather than superficial learning that moves on too quickly; we try to deepen children’s understanding so that they can apply their learning to a range of contexts – for example, teach the skill to someone else or flip a problem on its head - could they create their own? 

 

INSET training using Bloom’s questioning stems has helped ALL staff to continue to extend all children’s thinking through higher order questioning, as well as supporting them in now setting more open-ended tasks (especially for more able and G&T mathematicians).

 

Children through years 1 - 6 practise daily their KARFs - key age related facts. Each year has a half-termly set of facts to memorise and maintain. The questions are scaffolded upon for each half term.