At Drove Primary School, our four Golden Threads underpin our curriculum intent enabling our pupils to achieve the following in Mathematics:
- Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, and develop and present justifications, arguments or proofs using accurate mathematical language to communicate with clarity.
- Continue to develop a wider mathematical vocabulary, through hearing and speaking, in order to present justification, argument and proof.
- Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.
- Have 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.
- Experience mathematics through a range of visual stimuli and manipulatives which allows them to be able to make rich connections across mathematical ideas, which will prepare them for life in an ever changing, modern world.
The Mastery Model of Learning
Mathematics is an important creative discipline that helps us to understand and change the world we live in. We want all pupils at Drove Primary School to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject. At Drove Primary School, we foster positive ‘can-do’ attitudes, believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts so that they can be applied across different contexts and in real life situations. We use mistakes as an essential part of learning and provide challenge through rich and sophisticated problems before acceleration through new content. We believe that all pupils can and will achieve in mathematics by providing opportunities for all pupils to develop the depth and rigour they need to make secure and sustained progress over time.
Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. We recognise that children learn through routine, continuous provision and incidental learning opportunities, as well as planned sessions and activities. Mathematical understanding is developed through stories, songs, games, routine, questioning, imaginative play, child-initiated learning and structured teaching
KS1 and KS2
Throughout KS1 and KS2, math lessons are sequenced into manageable steps of learning with concepts being taught at a measured pace. This ensures that no child is left behind, as well as providing deeper and richer experiences for pupils who are grasping concepts quickly. To ensure coverage and progression across year groups, we use the units and manageable steps from the CanDo Maths Club to help inform the sequence of learning.
Typically, Maths lessons have 4 parts, which are all about the same mathematical concept (manageable step). The parts are taught in the following order:
Children’s progress through the parts of the lesson, depends on their depth of understanding. Throughout lessons, teachers will recognise children’s misconceptions as they arise and address them immediately to enable those pupils to progress through the lesson independently. Children who demonstrate that they do not have a secure understanding of the concept, will be supported by adults or resources to enable them to achieve at least some success within the lesson.
Maths on Track (MoT)
Maths on Track (MoT) Sessions allow those Children who did not have a secure understanding of the concept in the lessons, a further opportunity to keep up with their peers by recapping the learning from the lesson. In MoT sessions, children who have met the aim of lesson will have an opportunity to explore the ‘Deepen it’ activity in more detail. Children who have completed all parts of the lesson will recap a skill which they have previously been taught to further embed their understanding of that concept.