Our Maths Curriculum
We want all pupils to enjoy learning and exploring mathematics, and become confident mathematicians, through a carefully structured mastery approach to the subject.
At Gascoigne Primary we follow the Statutory Framework for the EYFS and National Curriculum to teach mathematics. This is delivered using Maths No Problem in KS1 and 2 and the White Rose guidance for EYFS, accompanied by the Numicon programme.
The National Curriculum for Mathematics aims to ensure that all pupils:
We are adopting a mastery approach to the teaching of mathematics.
This approach focuses on the belief that all pupils can understand and do maths, given enough time. With good teaching, appropriate resources, and a ‘can do’ attitude, all children can enjoy and achieve in maths.
A mastery approach ensures that procedural fluency and conceptual understanding are developed in tandem, as each support the development of the other. Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.
At Gascoigne Primary School, we are beginning to introduce Maths No Problem (MNP) since April 2020. This is to support the continuing development of staff subject knowledge and mathematical pedagogy. MNP is one of the NCETM’s recommended textbooks for the teaching of the mastery of mathematics. It is fully aligned with the 2014 National Curriculum. To further support our development of teaching for mastery, we also enrolled on the NCETM Teaching for Mastery Programme in September 2019. Following this, we aim to move onto the Sustainability Year. This will ensure continued professional development in relation to the mastery of mathematics for all our staff within the next three years.
Maths No Problem adopts a spiral approach to the teaching of mathematics and is based on the Singapore approach to teaching mathematics. It is based upon the theories of Piaget, Dienes, Bruner, Skemp and Vygotsky. The spiral approach develops pupils understanding of concepts and mathematical fluency in a carefully structured progression, which is detailed in the Scheme of Work. through whole class, small step, interactive teaching, where the teaching develops understanding
Lessons are built up in small steps, with opportunities for guided and independent learning. It uses the concrete – pictorial – abstract model of developing understanding. The aim is to ensure that all pupils master concepts before moving onto the next part of the curriculum sequence. The use of CPA ensures that all pupils can access the curriculum, including those new to English. Mathematical reasoning is modelled by teachers and pupils are expected to explain their thinking using the correct vocabulary, thereby demonstrating their understanding.
Children are scaffolded in different ways to ensure that they can access age related content. This can include more time spent on developing and deepening an understanding of concepts through concrete and pictorial representations, before moving onto abstract work, instant intervention through extra guided practice and TLA/Teacher support in class.
Instant recall is crucial for children to gain automaticity. To this end, we introduced a daily review starter, which takes place at the start of each lesson, weekly times tables or number bonds tests through an additional Arithmetic session to supplement MNP.