The aim of the national curriculum for mathematics is 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 develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
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.
Teaching methods and approaches
Our Calculation Policy has been put together in line with the new National Curriculum to outline the progressive calculation skills children need to master.
In class, teachers plan and deliver lessons with flexibility ensure the pitch and pace suit the children within their classes. Teaching will range from whole class, group, paired or individual work. Further information about new approaches to teaching at Flitch Green Academy can be found on the page Mathematical Mastery.
In our Reception class, teaching also ranges from whole class, group, paired or individual work but with sessions lasting typically 20 minutes depending on the focus. Maths activities are accessible at all times during child initiated learning.
Using concrete, pictorial and abstract representations
To support the ‘Singapore approach’ to teaching key concepts in mathematics, (see Mathematical Mastery), lessons are planned so that children can use a variety of different representations. Often, learning begins with the use of concrete apparatus to represent a problem; children use the manipulatives to practically explore the problem. Following this, pictorial representations or diagrams can be used to represent problems with or without the apparatus alongside. This approach aims to secure children’s understanding of a concept, such as doubling numbers, before they work with the abstract representation of numbers and symbols. The video below show’s this theory in practice.
We continue to recognise the importance of establishing a secure foundation in mental calculation and recall of number facts. Fluency of written methods and problem solving can only be mastered when children are fluent with number facts.
Since joining the local Maths Hub to develop our practise of Mathematical Mastery, we have refocused attention on the teaching of mental calculation strategies. This year we have redesigned our home/school timetables challenge. To the teaching timetable we have introduced an additional daily 10 minute teaching session across KS1 and 2 called our Magic Ten. These sessions are aimed at increasing fluency in mental calculation and times tables through recitation and application in a variety of formats. See the Going for Gold page for further information.
The majority of mathematics is taught as a stand-alone subject. However, like all areas of our curriculum at Flitch Green Academy, efforts are made to contextualise maths learning through our experience outcomes. When planning, teachers link maths with other areas of the curriculum and through Challenge Time activities so that children can apply skills in different contexts and see maths as a crucial problem solving skill and not as an isolated subject.