Maths Curriculum Content and Sequence
We believe that Maths is for everyone. It is a crucial life skill that everyone deserves to feel comfortable with and confident enough to use in their daily life. We promote this through our whole school Chesswood Counts days and consistently make cross-curricular links where appropriate and valuable, for instance using weighing and measuring skills within Design and Technology, and understanding chronology within History. We seek to celebrate progress and high achievement through certificates, badges and top 10s.
Chesswood mathematicians should be fluent, secure in their core knowledge and skills, and be able to demonstrate their understanding through reasoning. We secure consistent expectations for technical skills and vocabulary through carefully planned progression, such as our calculation progression document. We constantly encourage fluency through regular exposure to written methods through our morning Starter Boards. Turbo Maths sessions afford children the opportunity to regularly engage with the breadth of curriculum topics and develop their reasoning skills using key mathematical vocabulary.
When you walk into a maths session at Chesswood, there should be a buzz. Children should be engaged, enjoy their learning and feel challenged, whilst discussing the problems they are tackling. Where appropriate, learning will be supported through concrete apparatus. Learning is supported through the use of apps such as IXL and TT Rock Stars. We regularly expose our children to problem solving opportunities, applying their maths in rich contexts. We seek to enable children to be accurate as well as fast – one way we achieve this is through insisting on a minimum accuracy of 90% for correct answers on TT Rock Stars before rewarding children through rock status badges.
In line with the whole school curriculum policy, the following drivers and principles underpin everything we do in Maths.
Life Opportunities Creativity, Confidence, Competence
Real & Relevant
Life skills are key to Maths at Chesswood. The focus is on learning key transferrable skills at the appropriate age. Opportunities to link all foundation subjects and general life opportunities including Maths being all around us, which we highlight in our whole school maths celebration days. Real life opportunities are provided through a range of tasks such as weighing and measuring in cooking sessions.
Links to the best of what has been thought and said, through following the White Rose Schemes of Learning developed by NCETM.
Creativity Confidence Competence
The maths curriculum seeks to build knowledge upon knowledge and skills upon skills, sequencing progression through the school. This seeks to embed fluency through immersion and mastery approaches. Children are expected to reason in every maths lesson and self/peer assess to monitor mastery before moving on. We foster confidence through carefully selected computing homework. Using IXL enables year groups to identify specific skills that would either best compliment current learning or best prepare children for future learning. Teachers use TT Rock Stars to help analyse multiplication strengths and weaknesses and where appropriate set challenge levels. Achievements are celebrated weekly in assemblies, and on the Mathemagicians Wall. We seek to achieve the best blend of speed and accuracy by expecting a minimum of 90% correct answers on TT Rock Stars before rewarding children.
We follow the White Rose Schemes of Learning across the school in order to make sure we deliver a balanced curriculum. Due to the design of these schemes focussing on immersion in topic blocks, we ensure the breadth of curriculum is revisited on a regular basis through use of Turbo Maths sessions. These sessions are based on a mental maths approach, focussing on rich vocabulary, mastery discussion and developing reasoning skills.
Topic knowledge and skills build on previous learning – teachers are provided with a progression document to help planning. We ensure clear progression in written methods for the four operations through our calculation progression document. We use consistent reasoning and mathematical approaches (such as FEMA and reasoning vocabulary support).
Real and Relevant
Through celebration events, we regularly identify that Maths is everywhere around the children and is something that everyone uses. Our problem solving (Nasty Maths) approach regularly exposes children to real life applications for the maths they have learnt.
Each year group uses White Rose to deliver the knowledge objectives as set out in the National Curriculum. We celebrate acquisition of knowledge through IXL Mastery, and TT Rock Stars speed and accuracy. All foundation subjects express links to maths wherever possible.
We consistently establish learning start points through assessment for learning opportunities (Nasty Maths) at the beginning of lessons. Next steps are then established through their knowledge demonstrated through the task. Children are regularly expected to reason their answers, both through verbal discussions and written examples. Children are encouraged to be independent learners selecting the correct challenge for them from a plethora of resources. Appropriate next steps are identified through regular and timely verbal and written feedback.
We frequently celebrate Maths as a subject that is for everyone. Teachers provide a range of differentiation to ensure all learners are actively engaged and challenged at their ability level. Where appropriate, children use support resources such as base ten, number lines, Numicon, number rods, multiplication squares etc to help them access the learning. Tutorials and interventions are also offered to boost progress for targeted children. Turbo Maths uses a low threshold/high ceiling approach to include all learners.
maths long term plan
At Chesswood Junior School, we follow the White Rose Maths Hub 2020-21 schemes of learning for years 3, 4, 5 and 6. The lesson content is rooted in the White Rose Lesson by Lesson Overview 2020/21 with adaptations made where appropriate, for instance time to revisit topics from the previous year or longer time needed on a particular objective.
Planning is also supported by the June 2020 government publication 'Teaching Mathematics in Primary Schools'. This helps with the consistent use of language, terminology and pictorial representations for concepts across the school. This publication also supports teacher assessment away from the point of teaching.
Mathematics Guidance June 2020