Maths
At Green Oaks, we intend to provide a maths curriculum which provides all pupils with necessary skills and knowledge for them to become successful mathematicians in their future lives. From the children’s early mathematical experiences we show them that maths is enjoyable and engaging for everyone!
Through our high-quality maths curriculum, all children will master:
- Fluency in mathematics where children can confidently apply the fundamental skills, concepts and language about the subject that they need in their everyday and future lives.
- The ability to reason mathematically by following a line of enquiry, exploring mathematical relationships and generalisations, and developing an argument, justification or proof using precise mathematical language.
- A resilient attitude towards problem solving by working systematically and efficiently to consider, plan, carry out and evaluate routine and non-routine problems.
In the EYFS we aim to build on their previous experiences and give them the confidence to approach mathematical challenges with resilience and a ‘have a go’ attitude. The children take part in a balance of both adult-directed and child-initiated maths opportunities, during which they will explore new mathematical vocabulary and learn to work both independently and with others to solve mathematical problems.
In key stages one and two, our maths curriculum is taught through daily, discrete maths lessons derived from the national curriculum with the use of White Rose Maths and NCETM materials, as a guide to support teachers with their planning and assessment. This then provides a real-life context for children to apply their Maths skills, for example measures, statistics and calculations. Children should understand how their learning links together across lessons and subjects, across year groups and across Key Stages.
Assessment
Children’s learning in maths is assessed formatively by observing and making informal judgements throughout each lesson and each unit of work. Where appropriate, next steps and misconceptions will often be built into the next lesson so children have the opportunity to practice and apply the skills. At other times, teachers will address misconceptions through verbal and written feedback, in line with our marking and feedback policy. In PPA, year teams work together weekly to agree the next steps for children by discussing learning and reviewing the outcomes in books.
At the end of each unit, children’s knowledge and understanding of taught concepts are assessed and outcomes from this are fed into revision, retrieval and planning for interventions. The end of the academic year sees children sit end of year group papers to monitor children’s standardised scores and to support with measuring progress and impact. Year 4 children will sit the statutory MTC assessments whilst Year 6 children will sit the end of key stage two statutory assessments and they will have an opportunity to practice these and monitor their progress prior to the test.
Supporting your child
Please see attachments below that illustrate the vocabulary, methods and representations we use to teach your child the four operations:
