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Knowle Primary School Every Child Matters. Every Moment Counts.

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Maths at Knowle

Rationale for Maths at Knowle Primary School

 

INTENT

At Knowle Primary School, we aim to teach our children a rich and progressive maths curriculum which develops their ability to calculate, reason and solve problems, enabling them to make sense of the world around them. We aim to provide high quality mathematical learning experiences in order to develop children’s mathematical skills and understanding. Children are encouraged to explore maths through practical experiences and investigative work, building a sense of enjoyment and curiosity about the subject.  

The aims of teaching Maths, as outlined in the National Curriculum, are to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

 

IMPLEMENTATION

In years 1 – 6, we follow the National Curriculum, using the AET (Academies Enterprise Trust) schemes of learning for curriculum planning to ensure progression across the year groups. This is a nationally available scheme of work which promotes a mastery approach to mathematics. We also use White Rose, NCETM  mastery resources (National Centre of Excellence for the teaching of maths) and other resources to support our teaching. The AET curriculum covers units of learning in Number and Algebra, Geometry and Measures and Statistics.

In EYFS teachers use the Development Matters to plan maths and incorporate AET units where they are appropriate. In the Early Years, maths is a specific area of learning in the Development Matters Curriculum. Play based opportunities are carefully planned and provided by staff. The learning environment both inside and outside, is set up to create a stimulating space where children feel confident, secure and challenged in their mathematical thinking. Learning experiences provide children with the opportunity to explore, use their senses and become independent in their mathematical learning.

We have recently adopted our own mastery approach to the teaching and learning of mathematics.  At Knowle, we believe that all children can be successful in the study of mathematics. We use mixed ability groupings and do not group children by prior attainment, except for where significant gaps in learning exist.

In order to achieve mastery, our expectation is that through quality first teaching, all our children will successfully access the learning. We expect most pupils to move through the programmes of study at broadly the same pace. However, for children who are not fluent, we provide opportunities to consolidate their understanding through additional scaffolding (this could be through adult support, concrete resources or adapted work). We also challenge children of all abilities through differentiated think / explain and solve problems to ensure they are challenged at their own level. 

 

During independent work, we use chilli challenges to enable children to select an appropriate level of challenge for themselves in order to ensure they are not limited in their learning. Class teachers oversee the challenges selected and where appropriate issue the appropriate challenge to a child based on their level of need. Throughout a maths lesson we use a model of Show, Do, Think/ Explain and Solve.

Across the school daily maths lessons are taught where:

 

  • Children demonstrate a positive attitude and sense of excitement towards mathematics.
  • Children learn through active enquiry and experiment using concrete materials, represent their ideas through images and follow a progression towards recording abstractly.
  • Practice fluency and the ability to recall and apply knowledge accurately and quickly.
  • Teachers model and children use a progression of written methods of calculation fluently (see Progression in Calculations policy).
  • Children are provided with scaffolding when required
  • Children who grasp concepts rapidly are challenged through a range of rich and sophisticated problems, which support and strengthen their depth of understanding of the concepts being studied.
  • Children develop reasoning skills by following a line of enquiry, generalising or justifying proof using mathematical language.
  • Children develop competence in solving increasingly complex problems.
  • Children are encouraged to be independent learners in a mathematically rich environment.
  • Communication, using precise mathematical language, is modelled, supported and expected.
  • Purposeful formative assessments identify both mathematical concepts and children for additional support

 

IMPACT

 

The impact of our maths curriculum is that we establish an environment where maths is fun, purposeful and challenging, where the learning journey towards finding solutions and applying new knowledge, understanding and reasoning skills is most important. Children become confident and successful learners’ who can achieve regardless of their starting points; their maths books show a range of learning outcomes evidencing fluency, reasoning and problem solving. Assessments show that maths knowledge and skills are developing and children are able to apply their skills and knowledge to more challenging problems.

Children make good progress in maths from their starting points on entry and are closing the gap towards national expectations. They are given opportunities to enable them to achieve the greater depth standard. It is our aim that all cohorts will achieve in line with or above national expectations and that they make good progress.

 

Calendar
  • There are no events for the next 10 weeks.
Read more...
Class Dojo
  • Earhart:
  • Attenborough:
  • Lovelace:
  • Pankhurst:
  • Parks:
  • Owens:
  • Goodall:
  • Gandhi:
  • Frank:
  • Hawking:
  • Ali:
  • Thunberg:
  • Luther-King:
  • Kahlo:
Class Attendance
  • Earhart
  • Attenborough
  • Lovelace
  • Pankhurst
  • Parks
  • Owens
  • Goodall
  • Gandhi
  • Frank
  • Hawking
  • Ali
  • Thunberg
  • Luther-King
  • Kahlo
Overall Attendance: 0
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