''
Maths
|
Delta Primary School |
Maths Statement |
|
|
INTENT |
||
 |
We aim to raise pupils’ enjoyment, resilience, understanding and attainment in maths. 
Our curriculum is devised to develop a deep understanding in mathematics, underpinned by The Dimensions of Depth:
Pupils deepen their understanding by explaining, creating problems, justifying and proving using mathematical language. This acts as a scaffold for their thinking and deepening their understanding further. Conceptual understanding Pupils deepen their understanding by representing concepts using objects and pictures and, more abstractly, with words and symbols. They make connections between different representations and consider what different representations stress and ignore. Mathematical thinking: Pupils deepen their understanding by giving an example, by sorting or comparing, or by looking for patterns and rules in the representations they are exploring problems with. We want our pupils to have a meaningful understanding of the maths they are learning, be able to represent it in different ways, use mathematical language to communicate related ideas and think mathematically with the concept. This will enable them to apply their understanding to a new problem in an unfamiliar situation. |
|
|
IMPLEMENTATION |
||
|
|
We use the Mathematics Mastery programme, a whole-school approach to teaching maths. The curriculum is cumulative - each school year begins with a focus on the concepts and skills that have the most connections, and this concept is then applied and connected throughout the school year to consolidate learning. This gives pupils the opportunity to ‘master maths’; by using previous learning throughout the school year, they develop mathematical fluency and conceptual understanding. To support pupils’ conceptual understanding, lessons include the use of a variety of manipulatives including Dienes blocks, Numicon and Cuisenaire. The use of multiple representations is central to the development of conceptual understanding, rather than memorising a series of disconnected abstract rules and procedures, and increases the likelihood of pupils retaining knowledge in the long term. Pupils participate in daily one-hour maths lessons, and 10-15 minute Maths Meetings, at least three times a week. Daily Mathematics Mastery lesson Each lesson is in a six-part lesson structure. The Dimensions of Depth underpin the six-part lesson. Each part provides opportunities to focus on conceptual understanding, language and communication and mathematical thinking, for the mathematical concept being covered. Maths Meetings These are timetabled separate to the maths lesson and are a vital part of the MM programme, used to consolidate key learning outside of the maths lesson. Maths Meetings provide an opportunity to teach and revise ‘general knowledge maths’ which may not explicitly be covered during the maths lesson. This enables pupils to practise applying concepts and skills on a regular basis, meaning they are continually building on their mastery of these concepts. |
|
|
IMPACT |
||
|
|
During and/after lessons, pupils are assessed through informal assessment techniques: questioning, conferencing, reviewing written work against learning objective/success criteria, short retrieval activities, flashbacks. Half-termly assessments are completed to assess pupils' learning within the units covered that half term. These are used alongside teacher judgement in planning for the next half-term’s learning. Termly Rising Stars tests are undertaken for maths. |
|
