The National Curriculum states that: Mathematics is far more than simply a core curriculum topic; it is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It 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. Developing numerical fluency prepares children to access a world surrounded by number. It equips young people with key skills such as calculating, estimating, observing and predicting, which will be used widely throughout their lives.
The National Curriculum for mathematics aims to ensure that all children:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that children 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.
We ensure every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. All children are entitled to access the Mathematics National Curriculum Programmes of Study and make progress through appropriately differentiated work. Our schemes of work have recently been updated to reflect changes made to the new curriculum.
We use White Rose Planning from the Surrey Maths hub to plan our Maths lessons.
There is a termly plan for each year group and each term is split into twelve weeks. You will see from the overviews that a significant amount of time is devoted to developing key number concepts each year. This is to build their fluency as number sense will affect their success in other areas of mathematics. Pupils who are successful with number are much more confident mathematicians.
All children have a Maths Passport linked to a continent or type of traveller. The Maths passports help children know what targets they are working on and they can self-assess against their targets during a Maths topic.
The continents and type of explorers link to a year group:
- Europe and Asia-Year 2
- Australasia and North America-Year 3
- South America and Africa-Year 4
- Antarctica and Backpackers-Year 5
- Globetrotters and First Class Travellers-Year 6
Children keep their passports in school and self assess against each objective using a traffic light system.
This year, we have introduced Maths Ambassadors who will be supporting the Maths Leader with developing Maths at Knaphill. They will meet regularly with the Maths leader and assist in running support groups for children. They will also be given the chance to provide ideas and suggestions of things that we could look at here at Knaphill.
To help support their learning, the children have been given their logins for Mathletics and their times table target. Mathletics is a great online resource which has excellent games for the children to play. The children can either go on this on a laptop or by downloading an app onto a tablet. Starting next week, the children will be being set homework on a regular basis using Mathletics. Those who prefer to, will be given an opportunity to use the school computers during homework club every Wednesday and Friday.
The Knaphill Chase
Every child in the school has been given a target times table. At the end of each half term we will be completing a ‘Knaphill Chase’ in our Maths lessons where children will be orally tested on their target table. To meet their target, children will need to instantly recall their times table facts. Upon completing their target, they will be given a new one as well as a certificate to bring home. If they make a couple of mistakes, they will still receive a new target times table and certificate (which will state the ones that they got wrong). In the following ‘Knaphill Chase’ they will need to recall their new target as well as the ones that they got wrong on the previous assessment. Should a child learn their target times table prior to the ‘Knaphill Chase’ they can come in and talk to their teacher who will give them an additional target which they will also be assessed on in their next ‘Knaphill Chase’. For those children who already have a secure knowledge of their times tables, they will initially be assessed at random on all of the times tables and will then be required to recite the corresponding division facts.
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