Rushwick Intent for Mathematics:
We believe that all children should have:
• A deep understanding of maths and number.
• A positive and resilient attitude towards mathematics and an awareness of the fascination of mathematics.
• Competence and confidence in mathematical knowledge, concepts and skills.
• An ability to solve problems, to reason, to think logically and to work systematically and accurately.
• Fluency in mathematics where children can express ideas confidently and talk about the subject using mathematical language.
• An understanding of the importance of mathematics in everyday life.
Our mathematics curriculum aims to ensure that all pupils:
- Become fluent in the fundamentals of mathematics through placing number at the heart of our curriculum with daily practice to ensure fluency of number facts
- Reason mathematically by following a line of enquiry through ensuring discussion plays a vital role in lessons. Children are actively encouraged to discuss with peers and teachers, (How? Why?) using mathematical language
- Can solve problems by ensuring problem solving is embedded into lessons and variation of questions are used to enable children to apply their knowledge to different situations.
- Challenge is built into every lesson for pupils who grasp concepts rapidly through sophisticated problems and an opportunity for children to demonstrate their understanding creating their own problems.
Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.
- Children are being taught using a full Mastery approach using the lesson design of Remember It, Teach It, Practise It, Do It, Secure It, Deepen It.
- We use White Rose Schemes of Work as a tool to support teachers with their planning and assessment.
- The White Rose Calculation Policies are used within school to ensure a consistent approach to teaching the four operations over time.
- Times Table Rockstars is used within school and as homework, to ensure a consistent approach to learning times tables, heat maps are shared with parents with the aim of children turning it green by the end of Year 4
- To learn mathematics effectively, some things have to be learned before others, e.g. place value needs to be understood before working with addition and subtraction, addition needs to be learnt before looking at multiplication (as a model of repeated addition).
- Our emphasis is on number skills first, carefully ordered, throughout our primary curriculum.
- Additional ‘Maths on Track’ sessions are taught in KS2 to give the children chance to retrieve prior learning.
- The NCTEM Mastering Number programme is used in Reception and KS1 to ensure number understanding.
Rushwick Lesson Format
Daily morning Maths lessons are taught following a theme, mapped out using White Rose Block learning. These lessons are 45 minutes long using lesson design of Remember It, Teach It, Practise It, Do It, Secure It, Deepen It.
Recap on previous learning to support the learning objective of the lesson.
Teachers teaching the key concepts of the lesson including modelling what it should look like and the methods involved. This is the key part of the lesson where all children are in attention. We introduce Sentence Stems alongside to support steps to success.
Doing it altogether with the teacher. There is an emphasis on talking aloud the thought processes and the methods involved whilst putting it into action. All children have the same opportunities to succeed and access age appropriate learning.
This is independent learning where all children are having ago at the new skill with support of manipulatives as well as pictoral representations. Children work more at their own pace, writing into their books with the adults live marking to support learners. Brilliant mistakes (misconceptions) are celebrated and shared.
This is opportunity to apply reasoning usually with a focus on a misconception. True or false style questions are often used to get children thinking about the methods or strategies behind the answer.
These are open ended questions providing opportunities to show depth in understanding. They may be investigative and take lots of resilience or trial and error.
An additional session of ‘Maths on Track’ (MOT) is taught four mornings a week for deliberate practice following gap analysis or used for arithmetic skills in KS2. KS1 following the program Mastering Number during these sessions.
In addition to live marking, pupils are assessed each term using the White Rose Assessments in all year groups. The data is reviewed as part of pupil progress meetings and planning is amended accordingly.
Children to be sat in mixed ability positions with learning partners. Every child has the same opportunity to achieve the objective in each lesson.
Challenge and differentiation
Children to be set work that challenges them in each lesson. Differentiation comes through the level of support. The vigilant teacher and TA provide support and challenge to whoever needs it at different points in the lesson. We have the same expectation of all children and support and challenge them to achieve the objectives. All children have the opportunity to gain a deeper level of understanding regardless of any pre-conceived views on prior attainment.
- We adopt a positive mindset approach to learning
- We value mistakes, using them with the class as teaching points (known as ‘Brilliant mistakes’ at Rushwick)
- All children have the same access to the same content taught in the class.
- We do not ability group.
- We support children with all levels of attainment.
- Some additional support may occur outside the maths lesson.
Times Table Rock Stars
Times Tables Rock Stars is a maths programme that is a fun and interactive way of learning times tables and has a proven track record of boosting pupil’s fluency and recall in multiplication and division. (Times Tables Rock Stars – Times Tables Rock Stars (ttrockstars.com)
Times Table Rockstars is introduced in Year 2 after Spring 2 when the multiplication and division unit is taught. Pupils sit a Gig (assessment) once a half-term to track progress. The Garage mode is accessed 3 times a week in school and encouraged at home. The Garage mode is bespoke to each pupil where the questions are tailored. Pupils and parents are made aware of their heat map (speed in which children answer each fact) with the aim of turning their heat map green by the end of year 4. Pupils results are then celebrated with Go Green certificates. Pupils in Year 5 and 6 who have turned their heat map green are challenged with the next heat map to include x25, x100. Pupils yet to achieve heatmap in years 5 and 6 are identified for additional time and intervention.
- Our pupils demonstrate a deep understanding of maths.
- Our pupils display a positive and resilient attitude towards mathematics and an awareness of the fascination of mathematics.
- Pupils show confidence in believing that they will achieve.
- Each pupil achieves objectives (expected standard) for year group.
- The flexibility and fluidity to move between different contexts and representations of maths.
- The chance to develop the ability to recognise relationships and make connections in maths lessons.
- Mathematical concepts or skills are mastered when a pupil can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.