Intent
At Moorlands Primary School we recognise that maths is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time. We strive to ensure that every young person, regardless of background, has a rich and meaningful mathematics education.
We intend on delivering a curriculum which:
• Allows children to be a part of creative and engaging lessons that will give them a range of opportunities to explore mathematics following a mastery curriculum approach.
• Gives each pupil a chance to believe in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.
• Recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order that children aspire and become successful in the next stages of their learning.
• Makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
• Provides opportunities for children to apply their mathematical knowledge to other subjects (cross-curricular links).
Implementation
Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6. We follow the National Curriculum, whilst ensuring clear progression which is highlighted through our Maths Progression Documents for each strand of learning. These clearly set out new vocabulary to be taught and how this builds each year, as well as progression in key skills and objectives. As a school, we implement the 5 big ideas for teaching mastery of mathematics, taken from the NCETM. Our lessons should include these elements, though sometimes a lesson may focus purely on one idea e.g. fluency.
At Moorlands, we follow the small steps guidance set out by White Rose Maths but supplement this with other resources which meet the needs of our children. Our calculation policy is of upmost importance and takes precedence when planning lessons.
Daily maths lessons will include a starter which will either be recall of current KIRFs or practice of prior learning (connect). Early Years and KS1 follow the NCETM Mastering Number Programme, which is a short daily session (10-15 mins) to embed number sense. These can be used as the maths starter or taught as a stand alone session separate to the maths lesson.
The main content of the maths lesson is taught through clear teacher modelling and the My turn, Your turn, or I do, We do, You do approach. Reasoning and Problem solving are integral to the activities the children are given to develop their mathematical thinking. Children who have shown a good depth of understanding within a particular lesson are challenged through more complex problems or reasoning activities or through probing questions.
Concrete manipulatives and pictorial representations are used to support conceptual understanding and to make links across topics. We follow the concrete, pictorial, abstract approach with students accessing the same objective using the method most suited to their ability. As a non-negotiable, ALL new concepts should be introduced with concrete manipulatives and models and images if possible. KS1 classes should use models and images on their teaching screens to support learners and this is good practice where appropriate in KS2 classes. All classrooms have maths trollies with practical equipment and children are encouraged to use these readily to support their learning and understanding.
Children with additional needs are included in whole class lessons where possible and teachers provide scaffolding and relevant support as necessary. For those children who are working at a pre-key stage level, individual learning activities are provided where required, to ensure their progress.
Non-negotiables in Maths
• Times tables Y2-4 rehearsed ad-hoc constantly. Practised at least twice weekly, more if possible. Tested on our Bronze, Silver, Gold system weekly.
• Year 5&6 children who did not pass threshold on Y4 MTC should continue as above. ALL children should be rehearsing Times tables constantly, done through games, chants, songs etc.
• TT rockstars used weekly for all Y2-6 (Y1 introduce for 10s when ready).
• Gig once a month on TT rockstars for all Y2-6.
• Rec and KS1 follow Mastering Number Programme 10-15mins daily.
• KIRFs taught and re-capped as a connect starter at least twice weekly.
• New content always introduced practically, and in a real-life context where possible.
• Models and images shown alongside EYFS and KS1 and is recommended in KS2 where possible.
Impact
Most children achieve end of year expectations and interventions are put in place for those that are not meeting the expected standard.
KIRFS
Key Instant Recall Facts (KIRFs)
To develop your child’s fluency and mental maths skills, we are introducing KIRFs throughout school. KIRFS are a way of helping your child to learn by heart, key facts and information which they need to have instant recall of.
KIRFs are designed to support the development of mental maths skills that underpin much of the maths work in our school. They are particularly useful when calculating, adding, subtracting, multiplying or dividing. They contain number facts such as number bonds and times tables that need constant practise and rehearsal, so children can recall them quickly and accurately.
Instant recall of facts helps enormously with mental agility in maths lessons. When children move onto written calculations, knowing these key facts is very beneficial and if these facts can be recalled mentally, it frees up the working memory for them to unpick and solve more complex reasoning and problem solving questions. For your child to become more efficient in recalling facts easily, they need to be practised frequently and for short periods of time.
Each half term, children will focus on 2 Key Instant Recall Facts (KIRFs) to practise and learn at home for the half term. They will also be available on our school website under the maths section and will be sent to parents and carers alongside the curriculum newsletter each term. The KIRFs include practical ideas to assist your child in grasping the key facts and contain helpful suggestions of ways in which you could make this learning interesting and relevant. They are not designed to be a time-consuming task and can be practised anywhere – in the car, walking to school, etc. Regular practice - little and often – helps children to retain these facts and keep their skills sharp. Throughout the half term, the KIRFs will also be practised in school and your child’s teacher will assess whether they have been retained.
Over their time at primary school, we believe that - if the KIRFs are developed fully - children will be more confident with number work, understand its relevance, and be able to access the curriculum much more easily. They will be able to apply what they have learnt to a wide range of problems that confront us regularly, thus becoming efficient mathematicians.