Intent:

We believe that our maths curriculum will nurture a love for maths through a secure knowledge of key skills.  We aim to develop confident mathematicians at problem solving and reasoning, while exploring links to the world around us with cross curricular maths.  We aim to develop the children’s problem solving, resilience and reflective skills – skills that are easily transferable across the curriculum.

Children will:

  • develop fluency in the fundamentals of mathematics, through varied and frequent practice, in order to recall and apply knowledge accurately and rapidly.
  • use appropriate mathematical language in order to reason mathematically.
  • solve problems with ever-increasing sophistication, by breaking down problems into a series of simple steps, and show resilience and perseverance in seeking solutions.

Implementation:

We use the White Rose Maths scheme of learning as a guide for small steps in learning.

We have a calculation policy which is used within school to ensure a consistent approach to teaching the four operations over time.

At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses and is highly visible on Maths Working Walls so the children can use them regularly and correctly when using verbal or written explanations in their work.

Children are taught through clear modelling and can develop their knowledge and understanding of mathematical concepts. Our approach incorporates using concrete objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.

Concrete - children can use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial - children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract - With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

Children move through the different stages of their learning at their own pace.

Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a GREATER DEPTH activity. These activities are challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.

Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.

Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems/puzzles.

A love of maths is encouraged throughout school via links with other subjects, applying an ever-growing range of skills with growing independence.

Impact:

In order to ensure we measure impact; we gather a variety of data and feedback to check whether learning has occurred. The information gathered through these methods directly impacts the future planning of teaching and learning opportunities, ensuring that we are responsive to the needs of our learners.

Teachers use formative assessment to evaluate the learning during a lesson. They may ask questions to check understanding or scrutinise independent work in order to identify common misconceptions or share thinking. Such assessment allows teachers the flexibility to intervene in a lesson to remind, redirect or reteach pupils as required.

We ensure that children develop:

  • Quick recall of facts and procedures.
  • The ability to recognise relationships and make connections in Maths
  • The flexibility and fluidity to move between different contexts and representations of Maths

A mathematical concept or skill has been mastered when a child 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.

Maths in EYFS

We provide children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures.

We provide children with opportunities to engage in maths activities both inside and outside of the classroom. Easily accessible, quality maths resources are provided so that children can self-select and engage freely as well as engaging in planned activities. Whenever possible, children’s interests are used to support delivering the mathematics curriculum.

We continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development

Schemes of Learning

Timestables:

EYFS/Reception Class

To count in multiples of 10

Year 1

To count in multiples of twos, fives and tens

Year 2

To recall and use multiplication and division facts for the 2, 5 and 10 times table.

Year 3

To recall and use multiplication and division facts for the 3, 4 and 6 multiplication tables.

Year 4

To recall multiplication and division facts for the 7, 8, 9, 11 and 12 multiplication tables.

Year 5

To recall multiplication and division facts for all multiplication tables from 1 to 12.

Multiply and divide numbers mentally drawing upon known facts e.g. 30 x 40, 70 x 80, 0.7 x 6

Year 6

To recall multiplication and division facts for all multiplication tables from 1 to 12.

To perform mental calculations, including mixed operations and large numbers.

 

Why are times tables important?

You would be amazed at how much of our maths at school and in real life is based on tables. It is important that your child knows all of their times tables (up to 12x12) by the end of Year Four.

TT Rockstars!

Times Table Rock Stars is a fun and challenging programme designed to help students master the times tables! To be a Times Table Rock Star you need to answer any multiplication fact up to 12×12 in less than 3 seconds! Each child will be given a Rock Speed and Status based on how quickly they can answer questions and how many they can answer correctly. The goal is for all participating rockers to be a Times Tables Rock Star after 20 weeks!

The Rock Speeds and Statuses

By answering a question in the given times below, these are the statuses you can achieve!

Rock Hero - 1 second per question or less

Rock Legend - 2 seconds per question or less

Rock Star - 3 seconds per question or less

Headliner - 4 seconds per question or less

Support Act - 5 seconds per question or less

Breakthrough Artist - 6 seconds per question or less

Unsigned Act - 7 seconds per question or less

Gigger - 8 seconds per question or less

Busker - 9 seconds per question or less

Garage Rocker - 10 seconds per question or less

Wannabe - more than 10 seconds per question

Game Types

There are 5 games that you can play online:

Garage

- Single player

- Teacher sets the times tables

- Games are 1, 2 or 3 minutes long, you can choose!

- 10 coins per correct answer

Studio

- Lots of questions - 12x12

- Improve your Rock Speed and Status on this game!

- Games are 1 minute long

- 1 coin per correct answer

Arena

- Multiplayer

- Teacher sets the times tables

- Compete against your friends in the class

- Games are 1 minute long

- Earn 1 coin per correct answer

Festival

- Play against children from around the world!

- Lots of questions - 12x12

- Games are 1 minute long

- Earn 1 coin per correct answer

Soundcheck

- Emulator - 20 questions with a 6 second time limit for each

- Multiplication only

- Earn 5 coins per correct answer

 

Remember, the more you play and the more questions you get correct, the more coins you can earn for your Avatar! Can you master your Times Tables and become a Rock Star?

 

More to come soon! Keep checking for updates on competitions and leader boards!

(You can download a free app on Apple and Android products)

Year 4 Multiplication Check

Children will be tested using an on-screen check (using iPads), where they will have to answer multiplication questions against the clock.

Children will have 6 seconds to answer each question in a series of 25 questions.

The expectation is that pupils should be able to get all 25 questions correct given the time allowed.

Websites for practice:

Maths in our School

2022 - 2023:

HSBC Award

We are in partnership with HSBC; Ann comes in regularly throughout the school year to deliver Education Sessions to do with saving money, banking sensibly and avoiding fraud and scams.
 
We were surprised and honoured to find out that Ann has nominated our school for an HSBC award - not many schools receive this!  We were awarded it because of all the hard work every year group has put into the money lessons.

2021 - 2022:

Emmaus CMAC
St Ambrose Catholic Primary School Ofsted
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