Mathematics
Mathematics
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Master of Tables (MoT) and Mathletics
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The Mathematics Curriculum
Intent - The Purpose of Study
At Northwood we believe Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality Mathematics education therefore 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.
In line with the National Curriculum for Mathematics (2014) Northwood aims 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 have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems.
· 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.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The 'Programmes of Study' are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to Science and other subjects.
At Northwood the expectation is that the majority of pupils will move through the 'Programmes of Study' at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. By the end of each key stage, the majority of pupils are expected to have secured the necessary knowledge, and be able to apply the skills and processes specified in the Mathematics Programmes of Study.
Implementation - How Maths is Taught (White Rose Maths)
At Northwood we teach the Mathematics Programmes of Study using on-line support with planning and resources from 'White Rose Education', a company who is influenced, inspired and informed by the work of leading researchers and practitioners across the world, and brings together a team of highly experienced and passionate Maths teaching experts to support schools. Their research-based schemes of learning are designed to support a mastery approach to teaching and learning and are consistent with the aims and objectives of the National Curriculum. Below you will find more information on how Maths is taught in the classroom at Northwood using the White Rose approach:
Long Term Planning & Progression in Maths Years 1 - 6
Mathletics/Homework
At Northwood we use the on-line Maths learning tool 'Mathletics' to give pupils homework to support the learning taking part in class. It also has fun games and activities that pupils can play whilst completing Maths challenges. It is expected that all pupils complete their Mathletics homework each week. Pupils are also given weekly Times Tables to learn, and Maths homework may also be given on ‘Google Classroom’ to embed skills learnt in class.
For more information about the expectations in each year level, see the Northwood Calculation Policy below:
Northwood Calculation Policy
Impact
Assessment of Mathematics is carried out on a continual basis by the teacher– daily, weekly, and termly. ‘Formative’ assessment (daily & weekly), feeds into Summative assessment (half-termly or the end of a unit). ‘Embedded Learning’ tasks take place every week to ensure pupils have remembered and can apply their Maths skills.
At Northwood we record summative assessment using an electronic assessment tool called SONAR Tracker. As children move through the year most will gradually secure the Learning Intentions (statements) for their year group’s age related expectations. The teacher will record these assessments onto SONAR Tracker, and it will be clear where any gaps in children’s learning are, and thus feed into future planning.
By the end of the school year, the majority of pupils achieve the expectations for their age in Maths, and are ready for the next steps in their Maths education.
If you have any questions about the curriculum please don't hesitate to contact the office and they will make you an appointment with the relevant member of staff.