Curriculum Overview and Policy
Download: Maths – Curriculum Overview 2021-2022 [PDF]
Download: Nursery – Curriculum Overview 2021-2022 [PDF]
Download: Reception – Curriculum Overview 2021-2022 [PDF]
Download: Year 1 – Curriculum Overview 2021-2022 [PDF]
Download: Year 2 – Curriculum Overview 2021-2022 [PDF]
Download: Year 3 – Curriculum Overview 2021-2022 [PDF]
Download: Year 4 – Curriculum Overview 2021-2022 [PDF]
Download: Year 5 – Curriculum Overview 2021-2022 [PDF]
Download: Year 6 – Curriculum Overview 2021-2022 [PDF]
Download: Progression Map – Place Value [PDF]
Download: Progression Map – Addition and Subtraction [PDF]
Download: Progression Map – Multiplication and Division [PDF]
Download: Progression Map – Fractions [PDF]
Download: Progression Map – Ratio and Proportion [PDF]
Download: Progression Map – Algebra [PDF]
Download: Progression Map – Measurement [PDF]
Download: Progression Map – Geometry – Properties of Shapes [PDF]
Download: Progression Map – Geometry – Posistion, Direction and Movement [PDF]
Download: Progression Map – Statistics [PDF]
Whole School Maths: Summer Term 2021
As we emerge from the period of lockdown schools have been encouraged to follow the government guidance as part of their curriculum prioritisation in the teaching of maths. As a result, in the Summer Term Y1 – Y6 will be focusing on key concepts that the DFE and NCETM have deemed to be key stepping stones and prerequisites for progressing to the next stage in maths. These are called ‘Ready-to-Progress Criteria’.
EYFS will be continuing with the objectives outlined in the half-term overviews.
Below are the ‘Ready-to-Progress Criteria’ for Y1 – Y6. These are the objectives that each year group will be focusing on during the Summer Term 2021:
Download: Year 1 – Maths Guidance [PDF]
Download: Year 2 – Maths Guidance [PDF]
Download: Year 3 – Maths Guidance [PDF]
Download: Year 4 – Maths Guidance [PDF]
Download: Year 5 – Maths Guidance [PDF]
Download: Year 6 – Maths Guidance [PDF]
Mathematics – Intent
At St Oswald’s Catholic Primary school, our maths curriculum is aligned with our mission statement; ‘Together with Jesus, we will Learn and Grow in Faith’ thus ensuring that ALL pupils have access to a broad, balanced, supportive, sequenced and ambitious curriculum which provides them with the knowledge, skills and experiences they need to succeed in life.
Mathematics is a universal language, 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 provides a foundation for understanding the world and provides important tools to further study and the world of work. Therefore, mathematics forms an important part of St. Oswald’s broad and balanced curriculum where we endeavour to ensure that all children succeed, by developing their ability to calculate, reason, solve problems and express opinions using mathematical language. We want pupils to develop self-confidence in their ability and have an enjoyment and enthusiasm for maths that will encourage economic wellbeing and empower them in future life.
At St. Oswald’s, our curriculum is formed from the objectives set out in the Programmes of Study from the National Curriculum for Mathematics (2014), the DFE Teaching Mathematics in the Primary School (2020), the White Rose Maths Hub scheme and the EYFS Statutory Framework, in order to structure our curriculum, ensure consistency across the phases and to support staff subject knowledge. An outline of the progression of knowledge and skills can be seen in our whole school overview and year group overviews from EYFS to Year 6.
All children are entitled to access all aspects of the curriculum, enabling them to achieve confidence, competence and success. We understand the importance of developing cultural capital for all those within our school family. We endeavour to provide positive opportunities and experiences to pupils that they might not otherwise have had. Our aim is for the curriculum to be ambitious for all pupils, maximising the outcomes for every child so that they know more, remember more and understand more. The fundamental idea is that all children develop a deep understanding of the mathematics they are learning and achieve mastery in the key concepts appropriate for their age group. This is central to the planning and provision of mathematics at St. Oswald’s, in order that pupil’s make genuine progress and avoid gaps in their understanding that provide barriers to learning as they move through education. Learning is carefully sequenced and progressive, considering what has been taught before and what knowledge and skills are needed for the next stage of our children’s mathematical development.
Three key aims rest at the heart of our mathematics curriculum:
1. For children to be fluent in the fundamentals of mathematics
2. For children to reason mathematically
3. For children to solve routine and non-routine problems with increasing confidence
The aim is for our curriculum to guarantee long term learning and in St. Oswald’s we recognise the importance of acquiring foundational knowledge thoroughly, to reduce the need for it to be relearned and reduce the chance of it being forgotten. Children need to have a secure understanding of the basic principles in order to deepen their knowledge of the maths curriculum further and key knowledge and skills are revisited regularly and through cross-curricular links, allowing repetition to embed learning and the automatic recall of key concepts. We believe that unlocking mathematical fluency is an essential life skill for all learners and is a pre-requisite to being able to reason and solve problems mathematically.
Our Mathematics curriculum intends to maximise the development of every child’s ability and academic achievement by delivering daily lessons that are creative and engaging, using the concrete, pictorial and abstract approach. 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 will be challenged through being offered rich mastery and sophisticated problems. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice before moving on.
Our approach aims to provide all children with full access to the curriculum, enabling them to develop independence, confidence and competence – ‘mastery’ in mathematics in order to be independent mathematicians who are well equipped to apply their learning to the wider world.
Mathematics – Implementation
At St. Oswald’s Catholic Primary, our approach to the teaching of mathematics develops children’s ability to work both independently and collaboratively. Every class from EYFS to Y6 follows the White Rose Maths Scheme which is based on the objectives outlined in the National Curriculum and the DFE ‘Teaching Mathematics in the Primary School’ guidance. Lessons are personalised to address the individual needs and requirements for a class.
At St. Oswald’s Catholic Primary, there is a consistent approach to planning, which is undertaken at three levels:
Long Term Planning – is detailed in the programmes of study in the National Curriculum (2014) for Mathematics. These are set out for KS1 and KS2, as end of year key objectives to be taught in each year group. In Nursery and Reception, we follow guidance from ‘Development Matters’ to meet the Early Learning Goals outlined in the revised Statutory Framework for EYFS.
Medium Term Planning – details the main teaching objectives for each term, ensuring that they are progressive and there is an appropriate balance and distribution of work across each term. Termly plans produced by White Rose Maths (‘Small Steps’) are documentations used to support this planning process
Short Term Planning – where lessons are collaboratively planned in year groups. Teachers are specifically asked to consider: learning objectives, basic skills, key questions, representations and resources, stem sentences and mathematical vocabulary and role of adult support. They are advised to refer to mastery resources such as White Rose, Third Space Learning, NCETM resources, Classroom Secrets for examples of tasks and scaffolding for learners who need support to grasp concepts.
Curriculum Design: Teaching for Mastery principles
We believe that the vast majority of children can succeed in learning mathematics in line with national expectations:
- It is achievable for all. We have high expectations and encourage a positive ‘can do’ mindset towards mathematics in all pupils, creating learning experiences which develop children’s resilience in the face of a challenge and carefully scaffolding learning so everyone can make progress
- The whole class is taught mathematics together, with the expectation that every child will master the key concept, whilst some will work more deeply on challenging tasks
- Deep and sustainable learning – lessons are designed with careful small steps, questions and tasks in place
- The ability to build on something that has already been sufficiently mastered – pupils’ learning of concepts is seen as a continuum across the school
- Conceptual and Procedural Fluency – teachers move mathematics from one context to another, using objects, pictorial representations, equations and word problems. There are high expectations for pupils to learn times tables and key number facts and have a true sense of number. They are encouraged to think whether their method is appropriate, reliable and efficient.
- Differentiation is in the form of the amount of time that pupils will spend using concrete resources or pictorial representations to grasp concepts. It will be seen through targeted questioning and the feedback and scaffolding individual pupils receive in class as they work through problems.
- Challenge through greater depth – teachers set tasks to deepen knowledge and improve reasoning skills within the objectives of their year group.
- The ability to reason about a concept and make connections – pupils are encouraged to make connections and spot patterns between different concepts
- Precise mathematical language, often used in ‘stem sentences’, is used by teachers so that mathematical ideas are conveyed and repeated with clarity and precision
- Sufficient time is spent on key concepts, to ensure that learning is well developed and deeply embedded before moving on
- Problem Solving is central to apply their understanding
- The daily maths lesson should last approximately 45 minutes in KS1 and 60 minutes in KS2. In addition, all classes in KS1 and KS2 will deliver interactive daily Basic Skill sessions of approximately 15 minutes long. These sessions will focus on fluency practice and reinforcing prior learning and key objectives which have already been taught. ‘Fluent in Five’ is delivered in daily morning starter sessions, to help children develop and maintain fluency in both written and mental calculations.
- Lessons are sharply focused with one new objective introduced at a time.
- Difficult points and potential misconceptions are identified in advance and strategies to address them planned. Key questions are planned, to challenge thinking and develop learning for all pupils.
- Teaching sequences will involve review of prior learning, teacher input and teacher-led discussion interspersed with short tasks involving pupil-to-pupil discussion, independent work and challenges. Independent practice includes fluency practice, reasoning, problem solving and higher-order thinking activities.
- The use of high-quality mastery materials and tasks to support learning and to provide access to the mathematics is integrated into lessons.
- A variety of resources are used to aid children’s learning and to build knowledge and competency:
- Concrete – using concrete manipulatives to help understanding,
- Pictorial – building upon concrete through pictorial representations which can be used to reason and solve problems
- Abstract – using the previous foundations to develop an abstract approach of using numbers and concepts with confidence.
- Contexts and representations are carefully chosen to develop reasoning skills and to help pupils link concrete ideas to abstract mathematical concepts.
- Formative assessment is carried out throughout the lesson; the teacher regularly checks pupils’ knowledge and understanding and adjusts the lesson accordingly.
- Teachers discuss their mathematics teaching regularly in year group planning meetings, sharing teaching ideas and classroom experiences in detail and working together to improve their practice.
These resources are accessible for all pupils and children are encouraged to independently use these as they need.
In the Foundation Stage, children are given the opportunity to develop their understanding of counting, number and numerical patterns through a combination of short, formal teaching sessions as well as a range of planned purposeful play situations.
In mathematics it is crucial to incorporate precise mathematical language into every lesson. Through weekly planning, teachers plan the key vocabulary to be learnt to ensure a secure understanding throughout the topic. Key vocabulary is also implemented through stem sentences to effectively structure learning and understanding. Vocabulary and stem sentences are discussed at the beginning of the lesson and repeated throughout, and are used when recapping prior learning from previous topics. Teachers will use and display these during teaching and on Maths working walls to encourage children to use the mathematical language accurately. The working walls consolidate and reinforce children’s knowledge and aid their learning further. These are updated regularly to adhere to the current topic and are consistent across the whole school. The working walls also display the learning objective, examples of work, reasoning and problem-solving questions and a numeracy for life challenges which provides examples of how the topic can be applied to real life.
Assessment and monitoring in Maths
Formative assessment for learning occurs throughout the maths lesson, enabling teachers to adjust their teaching/input to address the needs of the children. Teacher’s assess children daily through:
- Analysing errors and picking up on misconceptions
- Asking questions
- Facilitating and listening to discussions
These ongoing assessments inform future planning and teaching. Lessons are adapted readily and short-term planning evaluated in light of these assessments. Teachers complete the ‘Maths Teacher Assessment’ documents with evaluations and misconceptions noted and achievement of objectives taught. These documents help inform teacher’s termly assessments of children against age related expectations.
Regular moderation sessions are held within and across year groups. Staff also attend LA meetings and work with LA consultants and colleagues from schools within our network, to ensure accuracy in assessments. Teachers talk through the progress of their pupils at termly tracking progress meetings: this ensures targeted support can be given to those who need it.
In all year groups, children who need support are identified for Intervention. These are planned by teachers with SMART targets and delivered by teachers and TA’s. Each intervention has an eight-week cycle, and the impact is reviewed and evaluated by the class teacher and Intervention Leads.
In response to Covid 19 and lockdown, Summer 2021 planning was mapped against the ‘ready-to-progress criteria’ from The DFE Maths Guidance for KS1 and KS2 (June 2020). This ensured that key concepts were covered in depth, common misconceptions were addressed and children had the necessary skills to build upon their learning. All of KS1 and KS2 planned and delivered daily ‘basic skill’ fluency sessions additional to their daily maths lesson. The purpose of these was to recap prior learning and support in embedding mathematical skills. These sessions have continued this academic year. Objectives have been identified for these sessions based on the DFE ‘Ready-to-progress-criteria’, important missed content and key concepts.
All year groups have identified missed objectives due to school lockdown, or objectives taught via remote learning. These have been directly linked to the White Rose yearly framework and to the units of work where this knowledge is required. White Rose plans will then be adapted to ensure this missed content and gaps in learning are addressed.
Results from NFER Y1-Y6 have been analysed and areas of weakness have been identified and are a focus for Focus Friday’s and basic skill sessions.
Key Learning in Maths
Download: Year 1 – Key Learning in Mathematics [PDF]
Download: Year 2 – Key Learning in Mathematics [PDF]
Download: Year 3 – Key Learning in Mathematics [PDF]
Download: Year 4 – Key Learning in Mathematics [PDF]
Download: Year 5 – Key Learning in Mathematics [PDF]
Download: Year 6 – Key Learning in Mathematics [PDF]
Sample SATs Papers
Download: Information for Parents – 2017 NCTs at the end of Key Stages 1 and 2 [PDF]
Download: Sample KS1 SATS – Mathematics – Guidance [PDF]
Download: Sample KS1 SATS – Mathematics – Mark Schemes [PDF]
Download: Sample KS1 SATS – Mathematics – Paper 1 – Arithmetic [PDF]
Download: Sample KS1 SATS – Mathematics – Paper 2 – Reasoning [PDF]
Download: Sample KS2 SATS – Mathematics – Guidance [PDF]
Download: Sample KS2 SATS – Mathematics – Mark Schemes [PDF]
Download: Sample KS2 SATS – Mathematics – Paper 1 – Arithmetic [PDF]
Download: Sample KS2 SATS – Mathematics – Paper 2 – Reasoning [PDF]
Download: Sample KS2 SATS – Mathematics – Paper 3 – Reasoning [PDF]
Download: School Multiplication Challenge [PDF]
Download: KS1 – St Oswald’s Tables Challenge [PDF]
Download: KS1 – Back Sheet [PDF]
Download: KS2 – St Oswald’s Tables Challenge [PDF]
Download: KS2 – Back Sheet [PDF]
Download: Times Tables Pack Parent Guide [PDF]
Download: Year 1 – Ultimate Times Tables Tests [PDF]
Download: Year 2 – Ultimate Times Tables Tests [PDF]
Download: Year 3 – Ultimate Times Tables Tests [PDF]
Download: Year 4 – Ultimate Times Tables Tests [PDF]
Download: Year 5 – Ultimate Times Tables Tests [PDF]
Download: Year 6 – Ultimate Times Tables Tests [PDF]
BBC has a selection of videos explaining maths concepts:
External Link: http://www.bbc.co.uk/education/
Nrich has a range of maths games, problems and articles on all areas of maths. Parents of Key Stage 1 children should select ‘stage 1’ and parents of Key Stage 2 children should select ‘stage 2’:
External Link: http://nrich.maths.org/
Maths 4 Mums and Dads explains some of the milestones children make between the ages of 3 and 11 years old:
External Link: http://www.maths4mumsanddads.co.uk/
Oxford Owl includes a range of activities, top tips and eBooks to help your child with their maths at home:
External Link: http://www.oxfordowl.co.uk/maths-owl/
A Maths Dictionary for Kids is a great online maths dictionary, which contains hundreds of definitions, as well as animations and activities to help bring maths words to life:
External Link: http://www.amathsdictionaryforkids.com/
Useful Maths Websites for Children
External Link: http://www.crickweb.co.uk/ks1numeracy
External Link: http://www.crickweb.co.uk/ks2numeracy
External Link: http://www.mathsisfun.com/games/
External Link: http://www.ictgames.com/resources
External Link: http://mathszone.co.uk/
Another collection of games and activities across the full range of curriculum content, mostly appropriate to our
External Link: http://www.topmarks.co.uk/maths-games
Fun games for children of all ages
External Link: http://mathsframe.co.uk/resources/
More free games to play on a variety of maths topics. If you browse this site, you will also find that it lists all the objectives for the new curriculum and suggests games that will help children achieve that objective.
Multiplication Check Parent and Carer’s Information Meeting – February 2020
Many thanks to all the Y4 parents and carers who attended the ‘Multiplication Check’ information meeting, delivered by Mrs McBrien.
As you know, this multiplication check will be statutory from June 2020 for those children currently in Y4. The presentation slides are attached below for those who were unable to make the meeting. If you require any further information do not hesitate to ask either Mrs McBrien (Maths Lead) or your child’s class teacher.
Download: Multiplication Check – Parent and Carers Information [PDF]