Maths


Intent

At Pelynt Primary Academy children are taught to become competent mathematicians. The National Curriculum forms the basis for our curriculum, which is mapped out to ensure each idea builds on previous learning so children are able to make connections between different mathematical ideas. We use White Rose as our main framework to deliver maths. Children are provided with structures to help them ‘see’ the maths, so that they can build a strong conceptual understanding or what they are learning to enable application of skills in different ways.

Implementation
At Pelynt , we strive to actively engage all children in their learning of maths. Developing a love of learning and resilience in children to persevere is at the heart of what we want to achieve.

The primary focus, during fluency work, is to create discussion about strategy rather than a celebration of the answer. Encouraging children to articulate their understanding in a safe environment is promoted.

The calculation policy provides practical activities for staff to use to embed conceptual understanding of mathematical processes. Concrete and pictorial representations will always be used before abstract strategies and they will be taught alongside each other so children can see what is happening to the numbers and why. Some of the early calculation strategies are used as a starting point for mental methods.

We promote confidence in children’s mental ability so they don’t always rely on written methods. The main aim of our curriculum is to teach the majority of children the same learning objective at the same time, but for children to access the learning in different ways. This might be through the different steps of the calculation policy or through questioning. Whatever the ability of our children, we will expose them to all three strands of learning (fluency, reasoning and problem solving).

Impact

Through the use of small step planning and the culture of mathematical discussion, teachers will be able to identify misconceptions early. Additional adult support (TA or teacher) will be used at the point the misconception has been identified.

The use of pre-assessment prior to undertaking a new unit of work ensure teachers are aware of any gaps in knowledge so they can be addressed early. Similarly, if strengths are identified, exposure to deeper questioning can be provided. Pre-assessment also helps teachers balance the needs of their classes’ curriculum and adjust the priorities of learning accordingly.

Post-assessment not only shows children their progress, but it allows teachers to identify what has ‘stuck’ and the concepts that need to be rehearsed during fluency work.

Summative assessment at the end of the year helps to triangulate teacher assessment.

Our aim is for all children to see themselves as mathematicians so creating a culture of success for the individual child and positive maths self-esteem is as important as attainment.

Documents

View the following documents within your web browser or download to read later

Addition Calculation Policy.doc
Addition Calculation Policy.doc
Division Calculation Policy.doc
Division Calculation Policy.doc
Multiplication Calculation Policy.doc
Multiplication Calculation Policy.doc

 

 

Pelynt Primary Academy Maths Policy 2022.pdf
Pelynt Primary Academy Maths Policy 2022.pdf
Subtraction Calculation Policy.doc
Subtraction Calculation Policy.doc

 

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