Maths objectives and vocabulary{SECTION_MENU}
Maths
Mathematics at Beaumont Primary Academy
Intent
Why do we teach this? Why do we teach it in the way we do?
The 2014 National Curriculum for mathematics aims to ensure that all children:
Become fluent in the fundamentals of mathematics
Are able to reason mathematically
Can solve problems by applying their mathematics.
At Beaumont Primary Academy, these skills are embedded within maths lessons and in wider areas of the curriculum and developed consistently over time for all pupils. We want all children to enjoy the beauty of maths and be engaged in their adventures in mathematics learning and to achieve their full potential. We want our children to develop the necessary skills to make them inquisitive mathematicians, who can make connections and spot patterns. Our curriculum ensures that skills can be recalled quickly and efficiently with clear understanding as well as being used to reason and problem solve in maths, other areas of the curriculum and their everyday lives. Our curriculum is designed in small steps to support, scaffold and challenge all pupils’ learning to foster personal improvement and achievement. Challenge is provided to develop resilience and deeper thinking.
What does maths look like at Beaumont?
what does maths look like at beaumont.pdf
Implementation
- White Rose Maths is used to plan teaching and learning.
- Each class from Y1 upwards has a weekly arithmetic lesson which incorporates written calculations. We have Rising Stars and Test Base to support this.
- There is a daily maths lesson.
- The written calculation document is used to guide teaching and learning.
- NCETM is used to aid good practice and for guidance.
- Precise maths vocabulary is displayed and introduced for each topic.
- There is work/learning aids on the walls to support pupil’s learning.
Our overarching aims (impact):
- to become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- to be able to solve problems by applying their mathematics to a variety of problems and to model real-life scenarios
- to reason mathematically by following a line of enquiry and develop proof using mathematical language
- to have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.
Mathematics at Beaumont Primary Academy
Article 13 We have the right to find things out, and to share our thoughts.
Article 17 We have the right to be told correct information.
Article 28 We have the right to learn.
Article 29 We have the right to use and develop our talents.
Key approaches to teaching
When appropriate lessons should be taught using the CPA approach, concrete, pictorial and abstract.
A concrete example could be used to start the lesson, followed by pictorial examples leading onto abstract examples. Teachers should scaffold, guide and model to aid children's understanding. Children should be encouraged to use concrete manipulatives modelled by the teacher as appropriate.
There will be opportunities to develop fluency, problem solving and reasoning across lessons and topics.
Progression maps
Below are the progression documents that show how the White Rose Maths curriculum links to the Key Stage 1 and 2 national curriculum, and how it progresses through topics. This document also lists the key steps in the White Rose maths schemes of learning that support each of the 'Ready to progress' criteria.
Long term plans Small steps of learning
EYFS
The objective for those working in Early Years is to ensure that all children develop firm
mathematical foundations in a way that is engaging, and appropriate for their age.
The EYFS follows White Rose Maths in line with KS 1 & 2
Nursery
In Nursery children are introduced to basic number concepts and explore number, shape, space and measure through play. Children are taught in groups during circle time and then concepts are embedded through skilled staff interactions throughout the session.
Whole Class/Group Learning
- Children should count daily as a class (chanting)
- Children should have opportunities to write numbers every day, numeral formation should be discretely taught alongside number/quantity matching
- explore numbers in context (how many children are here today? How many whiteboards do we need?)
- group maths activities should be planned at least once per week
Continuous Provision
- should provide specific maths activities and challenges as appropriate to the development of the children
- maths resources should be available in different areas of the provision (e.g. tape measures in construction, scales in role play doctor’s)
- should provide maths development through sorting and tidying activities, such as matching blocks to outlines, putting the right number of items in a basket…
- maths resources should be easily accessible to children and clearly labelled with word/photograph
- role play/construction etc. should include opportunities to practise maths
Maths books:
- should contain a range of children’s recording and photographs of maths activities (both indoors and outside)
- should contain numeral formation practise
The objective for those working in Early Years is to ensure that all children develop firm
mathematical foundations in a way that is engaging, and appropriate for their age.
Maths objectives and vocabulary
Calculation Policy
