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At Valley Invicta Primary School at Holborough Lakes, we want every pupil to develop a love of Maths. We aim to develop a sense of enjoyment and curiosity about the subject and provide a programme for progression where pupils are stimulated and challenged.
We have high expectations for every child. Teaching for mastery in Maths is essentially the expectation that all pupils will gain a deep understanding of the maths they are learning. For understanding in Maths to be secure, learning needs to be built on solid foundations.
A mastery approach to the curriculum means pupils spend longer on fewer key mathematical concepts whilst working at greater depth. Long term gaps in learning are prevented through speedy teacher intervention and those children who grasp the concepts more quickly are given opportunities to deepen their knowledge and improve their reasoning skills rather than accelerating on to new curriculum content.
Problem solving is central and opportunities are given for pupils to calculate with confidence, ensuring an understanding of why it works so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening. It is vital that pupils are able to apply their knowledge and skills to solve mathematical puzzles and problems, as well as explain their thinking and methods clearly.
Pupils are encouraged to learn key number facts, such as, number bonds and multiplication facts from very early on in their education as this provides a solid foundation to build upon.
Ultimately, we want to guide our pupils to become independent and confident mathematicians, with the skills to achieve and continue their success in education and beyond.
Curriculum Intent, Implementation and Impact 1
To build a Mathematics curriculum which develops learning and results in the acquisition of knowledge and skills so that all pupils know more, remember more and understand more. To design a curriculum with appropriate subject knowledge, skills and understanding in Number, Algebra, Ratio, Measurement, Geometry and Statistics as set out in the National Curriculum so that children can know more, remember more and understand more to help them reach and exceed their potential at Holborough Lakes Primary School and beyond.
National Curriculum Programmes of Study and Scheme of Work
- Mathematics is planned for, following the EYFS Framework and KS1 and KS2 school curriculum.
- Mathematics is planned for following the scheme of work, as suggested by Maths Hub.
- Whilst the National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.
- Mathematics is taught as an exclusive subject in order to promote fluency but children are also provided with real life problems so that they are made aware of the importance of mathematics in everyday life.
Children will make at least good progress in Mathematics from their last point of statutory assessment or from their starting point in Nursery. Children will use their Mathematics knowledge and skills, in all curriculum areas, to enable them to know more, remember more and understand more. Children will recognise the importance of Mathematics as a facilitating subject to enable them to access other areas of learning and operate successfully is everyday life both now and in the future.
Curriculum Intent, Implementation and Impact 2
To build a curriculum, which enables pupils to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competency in solving increasingly sophisticated problems so that they know more, remember more and understand more. To design a curriculum which has mathematics at its core, is accessible to all and will maximise the development of every child’s ability and academic achievement. We deliver lessons that are creative and engaging. We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects. We want children to realise that mathematics has been developed over centuries, providing the solution to some of history’s most intriguing problems. We want them to know that it is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. As our pupils progress, we intend for our pupils to be able to understand the world, have the ability to reason mathematically, have an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
- The systematic teaching of number and place value has a high priority throughout school.
- In Foundation Stage, pupil fluency is developed by using a visual, practical base to develop conceptual understanding and recall. Pupil’s mathematical reasoning is developed through the use of concrete objects and spoken language to explain and justify.
- School has developed a comprehensive Calculation Policy, which enables staff to teach standard methods systematically and progressively across all age groups.
- White Rose is used as the spine for delivery of the Mathematics across school. White Rose ensures consistent coverage, and provides real life opportunities for pupils to make connections and apply their mathematical knowledge.
- Daily Maths lessons provide opportunity for children to become fluent in the fundamentals of mathematics, thus increasing the likelihood of rapid progress.
- Weekly Problem-Solving sessions enable varied and frequent practice of mathematical application through increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- The systematic teaching of Timetables ensures that children develop rapid recall which they can use as a tool to effectively and efficiently solve more complex problems.
- Time limited Intervention is planned for those children who are working below their expected level of attainment and progress.
- All children are expected to complete weekly mathematics homework.
- All children have access to Mathletics, which is a web-based ability appropriate Mathematics programme, which they can access at home, and school.
Children will have a confident attitude towards mathematics. They will use arithmetic and timetables fluently and make connections in order to solve real life problems.
They will recognise that Mathematics is essential for everyday life and make at least good progress in Mathematics from their last point of statutory assessment of from their starting point in Nursery.
Children will use their Mathematics skills as a key tool in helping them to learn, and as a result, know more, remember more and understand more.
Curriculum Intent, Implementation and Impact 3
To provide opportunities across all curricular areas for the development and application of Mathematic skills to help all pupils know more, remember more and understand more. To design a wider curriculum that provides regular opportunities for pupils to use and apply the knowledge skills they have acquired from the Mathematics Curriculum.
- The promotion of mathematics is essential to the successful acquisition of knowledge across the curriculum.
- The promotion of opportunities to use and apply mathematical knowledge throughout school is planned in a variety of subjects set in real-life contexts.
- The promotion and implementation of outdoor learning and external cultural capital experiences provides additional opportunities for children to apply mathematical knowledge in real life situations.
Children will be able to produce written work in all areas of the curriculum of a similar standard which evidence good progress from their last point of statutory assessment point or their starting point in Nursery.
All pupils at Valley Invicta Primary School at Holborough Lakes have been registered on the MyMaths website. This should help them to develop their mathematical understanding, give them opportunities to practice independently and enable you to see how they are progressing. Teachers are using MyMaths in class, therefore, pupils should feel confident in navigating the website and working through lessons.
All Year 4 children will have their multiplication skills formally tested in the summer term of Year 4 from 2020. We explain the multiplication check latest developments.
Times tables test / multiplication tables check: the basics
Primary-school children are expected to know all their times tables up to 12x12. Under the current National Curriculum, children are supposed to know their times tables by the end of Year 4, but they are not formally tested on them other than through multiplication questions in the Year 6 maths SATs.
Why a new test?
The DfE says that the check is part of a new focus on mastering numeracy, giving children the skills and knowledge they need for secondary school and beyond. The purpose of the MTC is to determine whether Y4 pupils can recall their multiplication tables fluently (being able to answer times tables questions accurately and quickly, without having to work out the answers).
Announcing the tests in 2017, the then education secretary Justine Greening said, 'A good primary education lays the foundations for success at secondary school and beyond. This year’s (2017) Key Stage 2 results showed our curriculum reforms are starting to raise standards and it is vital we have an assessment system that supports that.'
Which children will sit the multiplication check?
The times tables test will be introduced in English schools only. It will be taken by children in Year 4, in the summer term (during a three-week period in June; schools will decide which day to administer the check).
In June 2019 the multiplication check will be voluntary (schools will be able to decide whether to administer it or not). In June 2020 it will become compulsory for all English maintained schools, special schools and academies(including free schools).
Children with special educational needs will be provided for when taking the MTC.
How will children be tested?
Children will be tested using an on-screen check (on a computer or a tablet), where they will have to answer multiplication questions against the clock.
This will be the first time that the DfE has used computerised tests in primary schools. Calculators and wall displays that could provide children with answers will be removed from the room the MTC is taking place in.
The test will last no longer than 5 minutes and is similar to other tests already used by primary schools. Their answers will be marked instantly.
Children will have 6 seconds to answer each question in a series of 25. Each question will be worth one mark and be presented to the child in this format:
n1 x n2 = ____
Questions will be selected from the 121 number facts that make up the multiplication tables from 2 to 12, with a particular focus on the 6, 7, 8, 9 and 12 times tables as they are considered to be the most challenging. Each question will only appear once in any 25-question series, and children won't be asked to answer reversals of a question as part of the check (so if they've already answered 3 x 4 they won't be asked about 4 x 3).
Once the child has inputted their answer on the computer / device they are using, there will be a three-second pause before the next question appears. Children will be given the opportunity to practise answering questions in this format before the official check begins.
The six-second time limit per question has been decided on by the DfE because it should allow children enough time to demonstrate their recall of times tables without giving them the time to work out the answers to each question.
How will the multiplication tables check results be reported?
Pupils' individual results will be made available to schools, and the Department for Education will report national results to track how they change over time.
It's unlikely that children will be told their individual score, but once the Check is statutory (from June 2020) schools will be required to report the results to parents or carers.
School-level results won't be made publicly available or be used in league / performance tables.
What if a child doesn't do well in the multiplication check?
There will be no "pass mark" (expected standard threshold) and no child will "fail" the test. Multiplication factswill be the only things tested (there will be no testing of children's knowledge of division facts or problem-solving in the check).
The DfE says the purpose of the check is to help teachers identify which children are falling behind and target areas where they’re not being given a chance to succeed.
How can you help your child practise their times tables?
Because the National Curriculum for maths is so extensive, there is an expectation that parents will help their children learn their times tables at home and not rely on schools to bring them up to speed.
Some of the techniques you can use include:
- Practising times tables by rote.
- Asking your child multiplication questions out of order – such as ‘What’s 11x12? What’s 5x6?’
- Asking your child the related division facts: ‘What’s 8/4? What’s 9/6?’
- Using arrays to help your child memorise times tables – you can use fun objects like Smarties or Lego bricks to make it more entertaining.
- Giving your child word problems to test their skills, like ‘If Peter has 800ml of orange juice and needs to share it between four friends, how much can they each have?’
- Using apps and games like TheSchoolRun’s multiplication games to build speed.
Free times tables resources and advice for primary-school parents
For information, worksheets, games, eBooks and learning packs to help you support your child in learning their times tables go to the Times Tables learning hub.
Specific tips for each multiplication table:
- Learning the 2 times table
- Learning the 3 times table
- Learning the 4 times table
- Learning the 5, 10, 11 and 12 times tables
- Learning the 6, 8 and 9 times tables
- Learning the 7 times table