Mathematics
Intent
At Oakington Manor, we aim to provide high-quality mathematics education to all our pupils. Our mathematics approach supports our key aim to enable our pupils to be confident, independent and enthusiastic mathematicians. Our maths curriculum has been specifically designed to ensure regular opportunities for consolidation in order to identify recalled knowledge, as well as immediately address gaps. Most crucially, our curriculum aims to guarantee continued progression through year groups and key stages. We strive to empower our pupils by equipping them with the key skills necessary to allow them to go deeper into their maths learning, developing strong reasoning and problem solving skills. Moreover, we intend to give our pupils the opportunity to appreciate mathematics in its wider, real-life context and to be able to apply their maths skills beyond school life.
Curriculum Implementation:
A Fluent Foundation:
We believe that success in mathematics is underpinned by a secure and fluent knowledge of number facts and (mental and written) procedures. These allow pupils to increase the efficiency of their calculation processes thereby freeing up their thinking for deeper connection-making and greater depth of problem-solving.
Focused planning:
We have adopted an innovative approach to planning which aims to reduce teacher workload while simultaneously increasing the quality of the learning experience. Our planning revolves around the 4 ‘P’s (Pace, (mastery) Principles, Progression, Problem-solving) which encompass all of the key elements to a successful Maths lesson and support the Teaching for Mastery approach.
- Objectives are taught coherently and concepts are sequenced logically, allowing pupils to build upon previous learning.
- Lessons are structured so as to provide a full and enriching Maths experience within which pupils are able to move forward by consolidating concepts and deepening their understanding.
- Lessons are planned to provide opportunities to consolidate understanding of Mathematical concepts and language through the use of variation and talk tasks. Tasks are designed to progressively allow pupils to make greater connections between facts and concepts through the exploration of number patterns.
- Teachers use formative assessment to plan regular gap-closing activities.
- Pupils are also given opportunities to develop essential thinking and reasoning skills through carefully selected key questioning, reasoning challenges and problem-solving activities.
- Opportunities for mathematical talk and reasoning are carefully planned for through the use of stem sentences and key vocabulary.
A commitment to maths expertise:
- Working in partnership with West London Maths Hub has significantly improved teacher expertise.
- We provide robust in-house training for NQTs, training for support staff and regular teacher CPDs.
- We support our staff through regular CPDs, shared practice and a range of up-to-date resources such as White Rose and Power Maths, which support Teaching for Mastery.
Impact:
- Pupils enjoy maths.
- Books show gap-closing and progression.
- Pupils are able to identify patterns and make connections.
- Pupils are fluent in recalling essential number facts, times tables and counting.
- Pupils show efficiency in applying mental and written strategies.
- Pupils recognise mathematical concepts when presented in different ways.
- Pupils use mathematical terminology and language with increasing confidence and accuracy.
- Pupils can apply their number skills to different worded problems.
- Pupils are able to reason confidently using mathematical vocabulary.