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The Bay CE School

Maths

Maths at The Bay

Intent

Our curriculum hopes to encourage children to become aspirational life-long learners who can think, reason, and problem solve, challenging their own and other’s thinking.

What do we want our children to do? 

To understand a mathematical concept, idea or technique by:

  • Describing it in his or her own words;
  • Representing it in a variety of ways (e.g. using concrete materials, pictures and symbols – the CPA approach)
  • Explaining it to someone else
  • Making up his or her own examples (and non- examples) of it
  • Seeing connections between it and other facts or ideas
  • Recognising it in new situations and contexts;
  • Making use of it in various ways, including in new situations.

What do we want our children to be able to do?

  • Collaborate
  • Read the question
  • Think critically
  • Reason
  • Follow lines of enquiry.
  • Solve problems
  • Challenge their own and others thinking.
  • Be inquisitive
  • Be life-long learners.
  • Become Mathematicians

Implementation

Maths is taught in school five times per week for every year group. It is taught for 1 hour per day in Key Stage 1 and 1.5 hours for 4 days and1 hour for 1 day.in Key Stage 2.

Within this we have:

10 – 15 minutes Big Maths which focuses on all areas of the curriculum, building strategies and improving fluency. The rest of the lesson follows the maths curriculum maps which differ for each year group.

Within each unit of work, as well as knowledge, we develop:

  • Fluency
  • A CPA (Concrete, Pictoral, Abstract) approach
  • Tables knowledge
  • Arithmetic

Teachers and pupils are encouraged to use the CPA approach, as well as visual images and computer programmes. We teach a wide range of strategies to develop the children’s skills, enabling them to be able to select the most appropriate methods and strategies to solve problems using their reasoning skills. Children are encouraged to use Maths throughout the day, and across the curriculum, and meaningful links are established and built upon where appropriate.

Impact

We measure and monitor learning in a variety of ways:

Pupil Voice

Through discussion and feedback, the pupils will be able to talk about their lessons and what they have learnt about.

Evidence in Knowledge

The pupils will know how and why Maths is used in the outside world and in the workplace.  They will be able to understand how mathematical concepts or skills are mastered when they can show it in multiple ways, using mathematical language to explain their ideas and can independently apply the concept to new problems in unfamiliar situations. The children will be able to demonstrate a quick recall of facts and procedures. This includes the recollection of multiplication tables.

Evidence in Skills

Pupils will be able use acquired vocabulary in the Maths lessons. They will have the skills and methods to independently show resilience when tackling Maths problems.

The children will have the flexibility and fluidity to move between different contexts and representations in maths. They will take pride in their presentation and understanding of the work. They will be encouraged to make connections between the relationships and patterns seen and think about known facts and what they notice.

Outcomes

At the end of each year pupils will be assessed to determine if they have achieved age related expectations (ARE) for their age group, whilst some may be assessed as greater depth (GD). Pupils with gaps in their understanding and knowledge, who have not achieved ARE, will receive appropriate support and interventions.

Useful Websites and Links to help your child with Maths

KS1 Bitesize Maths

KS2 Bitesize Maths

TT Rockstars

Purple Mash

Maths Shed

Family learning fun

Primary games

 

Maths Guidance Information

Maths Policy

Maths Vocabulary

DfE Maths Guidance

 

Parents Guide to Maths Questions

Helping your child at home 

Understanding how to use concrete resources

Bus stop method explained using Place Value Counters

Column Addition with Straws

Equivalent Fractions to a half

Fractions of amounts using a bar model

Adding Fractions with the same denominator