Maths

Maths Subject Lead Statement: Helen Walters
For the past 20 years I have had the pleasure of leading Mathematics teaching and learning at Laurel Avenue. During this time there have been many changes to the curriculum and teaching practices but through it all has been the desire to make maths accessible and engaging for all pupils whilst driving to raise and maintain high standards. There is often a fear of, or mystery surrounding maths and overcoming these fears and dispelling the mystery has been my aim as subject leader. 
Nearly 14 years ago we came across ‘Big Maths and ‘Little Big Maths’ and like the final pieces of a jigsaw, our maths provision slotted into place and brought our vision of maths together. Having experienced teaching maths across all Primary age phases and being an experienced Year 6 teacher, I found myself repeating to the children the phrase, ‘it’s not new’. As an adult who could easily ‘see’ the progression from adding 3+4 to 30+40 and so on, it was clear  that we needed to teach this ability to those who could not ‘see’ it for themselves; to develop fluency between mathematical concepts. So, when Big Maths included the concept of ‘ It’s Nothing New’ to apply knowledge to progressively complex skills it was sealed as the way forward for Maths teaching in our school.
Over the past 14 years we have implemented the key elements of Big Maths into our school curriculum and are proud of the attainment and achievement of our children and their progress in developing essential mathematical skills and knowledge to take them into their next stage of education and indeed into adult life.
As Subject leader for Mathematics, I enjoy nothing more than walking into a classroom to be greeted by children excitedly listening to a new Big Maths Learn Its jingle or to have them enthusiastically share their maths learning with me. I believe that as a whole school team of teaching staff we have fostered a culture where maths is no longer feared; links between concepts are made; problem-solving and reasoning skills are successfully developed and above all maths is enjoyed!

Curriculum Intent

We aim to provide our children with a wide mathematical education taught in an enjoyable, relevant and creative way. We use ‘real life’ experiences so children begin to understand the importance of applying maths skills in order to solve problems and engage them for future learning.
 
Our Aims – The Essential Characteristics of Mathematics Curriculum
We aim to ensure that all pupils gain:
An understanding of the important concepts and an ability to make connections within mathematics.
A broad range of skills in using and applying mathematics.
Fluent knowledge and recall of number facts and the number system.
The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
The ability to embrace the value of learning from mistakes and false starts.
The ability to reason, generalise and make sense of solutions.
Fluency in performing written and mental calculations and mathematical techniques.
A wide range of mathematical vocabulary.
A commitment to and passion for the subject.
 
The teaching of maths is also included in many other areas of the curriculum as we encourage a cross-curricular approach to allow children to apply their skills and understanding in a variety of contexts.
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Milestones are the goals that pupils are aiming for; through developing a strong schema based on knowledge, vocabulary and tasks pupils progress through the milestones.
 
 
Pupils with SEND are given full access to the history curriculum. Teachers use a range of strategies to enable all pupils to become successful historians including:
• Discrete teaching of vocabulary to ensure all pupils access and use historical terminology
• Pre-teaching where appropriate for example: sharing texts with a pupil prior to the lesson
• Dual coding to help pupils efficiently learn key concepts
• Thinking maps and mind mapping to enable pupils to organise and memorise key knowledge.

Curriculm Implementation

At Laurel Avenue Primary School Maths is taught in accordance with the National Curriculum.
Our curriculum includes ‘Threshold Concepts’ (the ideas that shape pupils’ thinking), taken from Chris Quigley’s ‘Essentials Curriculum’ in each subject to track pupils’ learning through the Milestones.  Each Threshold Concept is explored within different contexts so that it has tangibility and meaning. Breadth of contexts ensures that children gain relevant knowledge and can transfer this knowledge.
 
Threshold Concepts
Know and use numbers
This concept involves understanding the number system and how they are used in a wide variety of mathematical ways.
Add and subtract
This concept involves understanding both the concepts and processes of addition and subtraction.
Multiply and divide
This concept involves understanding both the concepts and processes of multiplication and division.
Use fractions
This concept involves understanding the concept of part and whole and ways of calculating using it.
Understand the properties of shapes
This concept involves recognising the names and properties of geometric shapes and angles.
Describe position, direction and movement
This concept involves recognising various types of mathematical movements.
Use measures
This concept involves becoming familiar with a range of measures, devices used for measuring and calculations.
Use statistics
This concept involves interpreting, manipulating and presenting data in various ways.
Use algebra
This concept involves recognising mathematical properties and relationships using symbolic representations.
 
 Mathematics is delivered using ‘Little Big Maths’ and ‘Big Maths’ to develop and progress skills.
 
 
Children work through steps known as ‘Progress Drives’ where they follow a natural sequence of progression e.g. to know double 60 they need to first know double 6.  Each step is always very small, but essential.  This helps to boost confidence as all children can see that the next step up the progress drive is always easy and achievable.  These Progress Drives allow for continuity and consistency across the whole school as all teachers are using the same steps of progression.
 
The lessons involve lots of repetition, revisiting and reinforcement to ensure solid knowledge of the basic and wider maths skills, constantly nudging children up the Progress Drives.
 
Basic Skills (CLIC)
Counting: Children learn to count forwards and backwards (progressing from whole numbers to ten through to counting in decimals and fractions) and to ‘count on’ from any number.
Learn Its: Recalling basic number facts including all four operations (addition, subtraction, multiplication and division)
It’s Nothing New: Children apply what they have learned to acquire new skills in a simple manner.
E.g. if they know 4 + 3 = 7, then ‘its nothing new’ to learn that 4p + 3p = 7p.
Calculation/Column Methods: Children use and apply facts and knowledge from CLI to all four operation calculation methods (addition, subtraction, multiplication and division) progress to formal written methods of calculation
 
Wider Maths (SAFE)
Shape: Explore and Draw; 2-D Shape; 3-D Shape; Position and Direction.
Amounts: Amounts of Distance, Mass, Money, Space, Temperature, Time, Turn.
Fractions: Fractions of a Whole and a Set; Fractions Learn Its; Fractions – Its Nothing New;     Fractions Calculation; Percentages; Ratio
Explaining Data: Diagrams and Tables; Bar Charts, Lines Graphs; Averages; Pie Charts; Probability
(Dangerous Maths):Pattern Spotting; Algebra.
 
Big Maths Characters
Many of the It’s Nothing New concepts are introduced and taught using fun and interactive characters.  This has proved to be a very powerful tool as the characters and the mathematical language that is associated with them is used consistently through the school and constantly referred to by both children and staff.
Each character helps children to learn and remember key principles that can be applied across a range of topics and difficulty.
E.g. Pim helps children make links between 3 + 4 = 7, 30 + 40 = 70, £30 + £40 = £70 and 0.03 + 0.04 = 0.07.
 

Pim

Pom

Squiggleworth

Count Fourways

Mully

Super Fab

Speedy Col

 

 Maths Policy

Curriculum Drivers