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Djanogly Sherwood Academy

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Maths

Maths at Djanogly Sherwood

"A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject." (National Curriculum 2014)

Intent

Across the school, maths is taught daily so that pupils develop as creative, resilient mathematicians who have a deep understanding and competence in maths.

 

We follow the principles of maths mastery.

The aim of this approach is to:

-Support children to make connections between mathematical concepts

-Develop children’s reasoning and problem solving skills

-Increase children’s fluency of number fact recall.

 

 

Implementation

Our maths curriculum has been developed, ensuring structured progression through a blocked, mastery approach. Smart slide lessons are used and planned in response to previous learning success and whole class feedback. Lessons will include some of the following elements:-

-We use Anchor Tasks at the beginning of each learning sequence to introduce and explore a new concept. The task will usually be a problem related to real life which gives children’s learning relevance and purpose. Children solve the problem by first ‘Making it’, then ‘Drawing it’, ‘Proving it’ and finally ‘Explaining it’.

-Maths FAST : Concepts and strategies from previous blocks are revisited and refreshed to embed learning. Fluency is developed through quick recall of maths facts.

-Mathematical Talk: Teachers and pupils will discuss vocabulary and explore concepts to reactivate prior learning and secure knowledge.

-Fluency/Varied Fluency : Pupils expand their understanding through variation, rather than a variety of tasks. Manipulatives and the use of images allows pupils to build mental models on which to hang their understanding of a concept.

-Reasoning : Pupils are exposed to rich problems and have opportunities to share reasoning with talk partners, groups and whole class.

-Challenge : Pupils are applying skills fluently and effectively, selecting tasks for independent practice.

-S Planning : S planning is used to ensure that small steps are clearly identified and planned for. We use a variety of resources to support planning which includes White Rose Maths. 

Impact

We are shaping assured, happy and resilient mathematicians who relish the challenge of maths. They will become independent, reflective thinkers, whose skills support them in all areas of the curriculum and in their daily lives. Children’s books show fluency (Maths FAST), applied reasoning, problem solving and challenge.

In 2019 at the end of KS2 73% of children achieved ARE in maths (16/22 children). At the end of KS1 78% of pupils achieved ARE which is +2 above national average results. At the end of EYFS 61% of children achieved ARE in Number.

 

What do our pupils say about maths?

“Maths is really fun. We use lots of resources like cubes and numicon to help us learn. Our teachers give us feedback about how to get better. I really like maths lessons” – Year 2 pupil voice.

Times Table Rock Stars

We use Times Table Rock stars to practise times tables. All children in upper KS1-KS2 access the programme weekly to practise their tables. In EYFS/KS1 children practise their addition and subtraction facts using Numbots. Children are awarded certificates at the end of each term for their recall speed.

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