Intent

At Royal Rise, the maths curriculum has been devised in accordance with our whole school vision and curriculum intent, including our values. Through our Teaching for Mastery approach, care is taken to plan maths lessons which enable all children to flourish. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts and the wider community. Fluency, problem solving, reasoning and relational understanding are at the heart of our learning progression together with a sense of enjoyment and curiosity about the subject. As part of this, we want pupils to be able to accurately articulate their thoughts and opinions through the acquisition and use of technical and non-technical vocabulary.

We use the Concrete Pictorial Abstract (CPA) approach and allow pupils to spend enough time to fully explore a topic, reinforcing it with practice, before moving onto the next. All new ideas are built on previous knowledge and pupils have ample opportunity to develop relationships between topics.

By connecting our British Values through the teaching of Maths, we explore issues that affect us all in our lives and this helps inform decisions that will shape our future for example, individual liberty where for example they work out percentages to decide whether they are saving money when buying discounted items.

Our Maths Curriculum is inclusive as each class follows the same journey together through adaptive teaching.   We aim to encourage all children to develop a love of maths and realise their ambition – all children can succeed in maths. In lessons, we use a ping-pong approach to ensure that every step of the learning is successful for all children. We use real-life maths to encourage children to think about how they use maths outside of school and reflect on a range of careers and people who use maths every day. Our curriculum encourages children to discuss their mathematical thinking and children can reflect on and develop their own views and tolerance of other viewpoints.

 Maths Fluency

To ensure maths fluency, we use the ‘Mastering Number’ project in EYFS and KS1 which aims to secure firm foundations in additive relationships and the development of good number sense for all children from Reception through to Year 1 and Year 2. We aim for children to leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention is given to key knowledge and understanding needed in Reception classes and progression through KS1 to support progression in the future. Teachers work to develop intentional teaching strategies focused on developing fluency in calculation and number sense for all children. 

In KS2, we use the 'Mastering Number' project in Year 4, 5 and 6 to develop fluency in multiplication and division facts, and a confidence and flexibility with number that exemplifies good number sense. In Year 3, we reinforce the learning from KS1 and adapt the Mastering Number in Year 2 project to meet the needs of the pupils and re-cover any trickier concepts and skills. 

We also use a separate times tables policy for counting and times tables. 

 Teaching for Mastery

Learning to count is a fundamental childhood skill that enables children to progress and be challenged throughout life. Maths is taught through a teaching for mastery approach whereby children explore and deepen their understanding of mathematics in small, coherent steps building on prior learning.  We follow the ‘5 big ideas’ which are coherence; representation and structure; mathematical thinking; fluency and variation. Mathematical concepts are introduced using the ‘concrete, pictorial and abstract approach’; enabling all children to experience hands on learning and allowing them to have clear models and images to consistently further their understanding. Due to the variety of learning styles included in our maths curriculum children are able to develop other skills such as their vocabulary and demonstrate good citizenship skills among peers. This allows children to continually progress and develop skills not only useful in the classroom but also in later life. At Royal Rise, the maths curriculum is taught in blocks which allow the children to explore skills and knowledge in depth and gain secure understanding of particular subject matter. We use a spiral curriculum which revisits topics each year.  Key knowledge and skills are also revisited regularly to allow repetition to embed learning further.

A typical maths lesson will provide the opportunity for all children, regardless of their ability, to work through fluency, reasoning and problem-solving activities which allows them to deepen their understanding. Numbers are a universal language allowing children from all communities and ethnic backgrounds to work together cohesively. By building confidence, resilience and a passion for maths, we can show that whatever their prior experience or preconceptions, maths is an exciting adventure that everyone can enjoy, value and master!

Implementation

At Royal Rise, our Maths teaching across the school places an emphasis upon a mastery approach and has fidelity to the White Rose Maths Scheme of learning, thus ensuring whole school consistency and progression.  Lessons are taught daily in each class with a balance of whole class work, group teaching, practical tasks as well as individual practice. We believe in the importance of following the concrete-pictorial-abstract approach (CPA) as a means of developing secure understanding of mathematical concepts which can then be applied to a variety of contexts through reasoning and problem-solving tasks.

Key aspects of maths at Royal Rise;

• Children are taught using the small steps plan of progression to allow children to develop a secure understanding and provide a gradual development of skills
• The use of CPA is a fundamental part of mastery in mathematics for all learners – not just those pupils who struggle with Maths. The use of concrete resources and pictorial representations both scaffold and strengthen understanding and are widely used as a teaching and learning tool from Foundation Stage to Year 6.
• Each daily maths lesson will start with ‘Flashback’ questions enabling children to recall skills that have been taught both recently and earlier in the school year; this supports both retrieval practice and securing learning to long-term memory
• Lesson structure is based upon a ping pong approach which all children have access to with a lesson. This allows pupils to practise the skills being taught as well as develop their understanding of concepts further through the use of reasoning and problem-solving questions which are integral to developing their mathematical thinking.
• We are committed to pupils becoming fluent and secure in their knowledge of Times Tables and Related Division Facts by the end of Year 4. We have created a times tables progression document and use TimesTables Rockstars and other resources to support our teaching of times tables.
• We ensure that all pupils are invested in their learning and are making positive contributions to lesson through the use of questioning and modelling
• The Curriculum overview sheets provide parents with a snapshot of some of the learning that will take place during the term as well as support they can give their child at home.
• Teachers carry out formative assessment in each session and feedback is given to children verbally, through self/peer marking and also marking of tasks. Summative assessment is also completed at the end of each block of learning  and long term. Both forms of assessment are used to inform future lessons as well as any additional intervention support required.
• Pupils are seated in mixed ability groups; however, teachers may group children by ability if they feel it best suits the needs of the children with a particular lesson.
• Where possible intervention is provided within the lesson or shortly after the lesson.
• Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside the year group curriculum, appropriate learning is provided to ensure their progress.

Impact

By implementing the intent, children should be confident in the following areas:

• being fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• solving problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
• reasoning mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
• having an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.

Monitoring has shown that children, across the school, find enjoyment and fun in learning Mathematics. The children have a positive mind-set towards Maths and their learning. They are appropriately engaged and there is evidence of challenge for all. Children demonstrate pride in their work, both in terms of presentation and understanding.

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Term 1 & 2

Pupils will build on previous experiences of number from their home and nursery environments, and further develop their subitising and counting skills. They will explore the composition of numbers within 5. They will begin to compare sets of objects and use the language of comparison.

Matching, sorting and simple ABABABA patterns practically. Ordering events and language day, night, morning, afternoon, before, after, today, tomorrow. Timers.

2D Shapes

Using shapes to make other shapes

Shapes within shapes

3D shapes to print with faces

·         Number: place value (within 10)

·         Number: addition and subtraction (within 10)

·         Geometry: shape

·         Number: place value

·         Number: addition and subtraction

·         Geometry: shape

·         Number: place value

·         Number: addition and subtraction

·         Number: multiplication and division

·         Number: place value

·         Number: addition and subtraction

·         Measurement: area

·         Number: multiplication and division

·         Number: place value

·         Number: addition and subtraction

·         Number: multiplication and division

·         Number: fractions

·         Number: place value

·         Number: decimals

·         Number: addition, subtraction, multiplication and division

·         Number: fractions

Term 3 & 4

Pupils will continue to develop their subitising and counting skills and explore the composition of numbers within and beyond 5. They will begin to identify when two sets are equal or unequal and connect two equal groups to doubles. They will begin to connect quantities to numerals.

Scales, comparing more than, fewer than, same as, more, less, heavy, heavier, light, lighter, lightest

Containers

Full, empty, half full, nearly full/ empty

Tall, thin, narrow, wide, shallow

2d shapes and shapes within shapes

And 3D shapes constructing, some roll and some do not,

·         Number: place value (within 20)

·         Number: addition and subtraction (within 20)

·         Number: place value (within 50)

·         Measurement: length and height

·         Measurement: mass and volume

·         Measurement: money

·         Number: multiplication and division

·         Measurement: length and height

·         Measurement: mass, capacity and temperature

·         Number: multiplication and division

·         Measurement: length and perimeter

·         Number: fractions

·         Measurement: mass and capacity

·         Number: multiplication and division

·         Measurement: length and perimeter

·         Number: fractions

·         Number: decimals

·         Number: multiplication and division

·         Number: fractions

·         Number: decimals and percentages

·         Measurement: perimeter and area

·         Statistics

·         Number: fractions

·         Measurement: converting units

·         Number: ratio

·         Number: algebra

·         Number: fractions, decimals and percentages

·         Measurement: area, perimeter and volume

·         Statistics

Term 5 & 6

Pupils will consolidate their counting skills, counting to larger numbers and developing a wider range of counting strategies. They will secure knowledge of number facts through varied practice.

Shapes and shape arrangements

Maps, mazes

·         Number: multiplication and division

·         Number: fractions

·         Geometry: position and direction

·         Number: place value (within 100)

·         Measurement: money

·         Measurement: time

·         Number: fractions

·         Measurement: time

·         Statistics

·         Geometry: position and direction

·         Number: fractions

·         Measurement: money

·         Measurement: time

·         Geometry: shape

·         Statistics

·         Number: decimals

·         Measurement: money

·         Measurement: time

·         Geometry: shape

·         Statistics

·         Geometry: position and direction

·         Geometry: shape

·         Geometry: position and direction

·         Number: decimals

·         Number: negative numbers

·         Measurement: converting units

·         Measurement: volume

·         Geometry: shape

·         Geometry: position and direction