Every child to build a deep, conceptual understanding of concepts, which will enable them to apply their learning in different situations, to become competent and independent mathematicians.
- A typical Maths lesson will provide the opportunity for all children, regardless of their ability, to work through Fluency, Reasoning AND Problem Solving activities.
- We follow the White Rose schemes of learning to ensure that the coverage for the year is completed and we recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective.
- Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking.
- Children are provided with the necessary resources to allow all children to access the curriculum and encourage them to use this where appropriate to explain their logic and reasoning.
- Teachers use the learning challenges to teach for mastery – an approach to extend and deepen the understanding of pupils within each year group.
- Teachers use the concrete, pictorial and abstract approach (CPA) to ensure that procedural and conceptual understanding are developed simultaneously.
- We use our ‘total recall’ time at the start of topic and maths lessons to develop the children’s long-term memory on specific maths fluency facts.
- We use the Ready to Progress Criteria to make sure children are well prepared for their next stage in learning.
In 2023, 77% of Y6 pupils achieved ‘Expected Standard’ for Maths and 20% of Y6 pupils achieved Above Expected Standard (End of KS2 SATs).
Using Teacher Assessment (July 2023),
At the end of Y3 – 65% of pupils are at EXS for Maths.
At the end of Y4 – 63% of pupils are at EXS for Maths.
At the end of Y5 – 67% of pupils are at EXS for Maths.
‘I love maths – I get lots of merits in maths lessons.’ Lyla (Year 3)
‘Maths gives us the answer to any problem.’ Xander (Year 5)
‘Nothing beats maths, maths is everything!’ Morgan (Year 5)
‘There’s so much in maths, you can never get bored.’ Jake (Year 6)
Maths Intent, Implementation and Impact
The document below outlines our intent for Maths, how we implement it and what the impact is.
HOW ARE MATHS LESSONS TAUGHT AT CARBEILE?
Discrete maths lessons – Most of the number aspects of the curriculum are taught through discrete Maths lessons. We are working towards a mastery approach to teaching mathematics. This means that we focus on topics, such as place value or addition, for a longer period of time to enable pupils to gain a deeper understanding of the mathematical concepts. Children are given opportunities to develop fluency, reason mathematically and solve problems. Maths lessons are planned using the Skills Progression below. Throughout all lessons there is an emphasis on the development of long-term memory to ensure that knowledge and skills are retained and built upon.
Mathematical Fluency lessons are taught 4 times a week and last for approximately 15 minutes.
In these lessons you will typically see:
- A focus on fluency and times table facts
- Fun, engaging activities
- A fast pace
Mathematical fluency – short sessions focusing on developing fluency with aspects such as times tables.
Cross-Curricular Maths – Many aspects of the curriculum, especially Measurement, Geometry and Statistics are taught through a cross-curricular approach. There are particularly strong links with Computing, Science, Geography and Art.
Models and Images – To support children’s conceptual understanding, we use a range of models and images, including Numicon, straws, bead strings, place value counters, number lines, fraction boxes, Dienes’ apparatus.
Speaking and Listening – Children are given frequent opportunities to discuss their mathematical thinking.
We aim to provide children with rich and exciting Mathematics throughout their Maths lessons at Carbeile. As a school, we are looking at ways of promoting deep learning to challenge all children. We also offer some opportunities for children to engage in Maths beyond the classroom.
iPupils in Year 5 and 6 participate in Maths workshops at Plymouth University. iPupils in Year 3-6 are used for parent workshops and helped produce the videos of the 4 operations. The STEM Hub organise a day each year that incorporates a range of mathematical skills.
There are loads of great internet sites for children to practise their Maths skills in the Parent Zone. Please let Mrs Sales know if you know of any that should be added to this list.
HOW TO HELP YOUR CHILD AT HOME
Maths Videos – these show the written methods we teach for each of the 4 operations.
- Column Addition with whole numbers:
- Column Addition with Decimal Numbers
- Column Subtraction with whole numbers
- Column Subtraction with Decimals
- Multiplying by a 1 Digit Number (Short Multiplication)
- Multiplying by a 2 Digit Number (Long Multiplication)
- Dividing by a 1 Digit Number (Short Division)
- Dividing by a 1 Digit Number with a Decimal Remainder
- Dividing by a 2 Digit Number (Long Division)
Maths homework at Carbeile consists of two parts: Mathematical fluency and times table practice on TT Rockstars. As with reading homework, the most important thing for parents and carers is to support children’s enthusiasm and enjoyment of Mathematics.
Fluency facts These are closely aligned with the curriculum, with specific half-termly targets for each year group. We expect the majority of children within a year group to be working towards these targets. Children are expected to practise these facts at least three times per week. If your child is struggling to recall facts, please concentrate on a smaller number and practise more frequently.
THE MATHS COORDINATOR
Caroline Sales is the Mathematics co-ordinator and oversees the teaching and learning of Maths at Carbeile.