Mathematics
William Harding Maths Calculation Strategy KS1
William Harding Maths Calculation Strategy LKS2
William Harding Maths Calculation Strategy UKS2
William Harding School Mathematics Long-Term Plan
William Harding Magic Maths Long Term Plan
If you would like to find out more about our Maths curriculum, please email the office FAO Mrs Sharp.
If you would like to find out more about our EYFS curriculum, please click here
Our aims for our Mathematics curriculum are to provide a foundation for understanding the world, the ability to reason mathematically, develop an appreciation of the power of Mathematics and a sense of enjoyment and curiosity about the subject. At William Harding we believe that Mathematics is a fundamental life skill, enabling thought, learning and expression and ensuring that our pupils can play a full and active part as individuals within society.
Intent
Our aims for our Mathematics curriculum are to provide a foundation for understanding the world, the ability to reason mathematically, develop an appreciation of the power of Mathematics and a sense of enjoyment and curiosity about the subject. At William Harding, we believe that Mathematics is a fundamental life skill, enabling thought, learning and expression and ensuring that our pupils can play a full and active part as individuals within society. We want pupils to have a subject based passion for maths and become Mathematicians.
We aim for our pupils to;
become numerically fluent so that they have quick recall of number facts and the ability to manipulate and apply number facts.
become fluent using methods to calculate so that the pupils know when and how to use a range of methods.
be able to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using concise mathematical language
solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication
be able to break down problems into a series of simpler steps and persevere in seeking solutions.
use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas, using concise mathematical vocabulary
develop a deep and sustained understanding of mathematical concepts, that are built on in subsequent lessons and units
build knowledge of concepts through small steps
develop, understand and use accurate mathematical vocabulary
apply their mathematical skills to a range of areas across the curriculum
Implementation
Mathematics is taught through a bespoke mastery approach, following the National Curriculum and meeting pupils’ needs. We use Power Maths, a DFE approved scheme, as the main structure of our curriculum and supplement this with White Rose to ensure the work is meeting the needs of our pupils. Additionally, due to the context of the pupils who attend our school, we create our own medium term plans each half term so that pupils have additional practise time, that they master each concept over the year, rather than in one chunk of teaching and that gaps identified from formative and summative assessments are re-taught or included in interventions. This ensures that the lessons meet the National Curriculum expectations, are appropriately adapted for our pupils’ needs and are carefully planned and taught progressively to develop pupils’ mathematical fluency, mathematical thinking and conceptual understanding.
Our Maths lessons are daily for Years 1-6 and twice a week for Reception. Maths lessons follow a set structure, which is influenced by the Power Maths approach of small steps, building on learning each day to develop a deep understanding of concepts.
Additionally, in Key Stage 2 there are daily arithmetic sessions, where children apply their knowledge to a range of arithmetic assessment style questions.
Arithmetic
In the Foundation Stage, pupils are taught to count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.
In Key Stage 1, the principal focus of mathematics teaching is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations. By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value.
In Key Stage 2, the principal focus of mathematics teaching is to ensure that pupils become increasingly fluent with whole numbers, fractions and the four operations, including number facts and the concept of place value. This will ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers, to include larger numbers as the pupils progress. By the end of Year 4, we aim for pupils to have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Magic Maths Reception and KS1
In Magic Maths, we focus on being numerically fluent and having a strong understanding of number sense by using an active approach to encourage the children to recognise and order numbers. Magic Maths incorporates actions and movements, to actively engage the children and promote a sense of enjoyment.
Magic Maths is a 10-minute session at the beginning of every Maths lesson in Reception and Year 1. It may be used to support children in Year 2 and above who struggle with number sense in place of the starter or as a separate intervention. Magic Maths is considered to be the starter in a Maths lesson and is planned by the person within the year group who plans the Maths lessons.
Each session will include:
Counting forwards and backwards in 1s from any number.
Counting forwards and backwards in 2s, 5s and 10s.
Doubling numbers
Practising number bonds to 5, 10 and 20.
Practising the formation of numbers from 0-10.
We practice counting forwards and backwards to support the children in recognising and ordering numbers, in a variety of ways and we develop the children’s understanding of times tables, by counting in 2s, 5s and 10s, with the numbers being age appropriate. In addition, this time is used to practise skills such as more and less, doubling, halving and number bonds. Magic Maths also allows the children time to practise their number formation to support their understanding of written numerals and to support them in completing their work.
Vocabulary Development
In line with our WH curriculum approach and in order to develop children’s understanding and use of mathematical vocabulary, they are introduced to and encouraged to use correct mathematical terminology from the moment they first learn about a concept. All planning includes key vocabulary which is shared at the start of the lesson and added to the classroom Maths display and whiteboard.
When sharing key vocabulary, links between new and known vocabulary are discussed to support children in making connections with mathematical concepts. This is done at the beginning of the lesson and the ‘My Turn, Your Turn’ approach is used so all verbalise the vocabulary. Pupils also write up the vocabulary on displays for all to access. Throughout the lesson, teachers will use this vocabulary while ‘thinking out loud’ and modelling during ‘my turn’. They will also encourage children to use the correct terminology when sharing with their partner or the class.
In addition, to promote the development of Standard English, children are encouraged to articulate their reasoning verbally using correct grammar as well as using grammatically correct sentences when writing reasoning statements. Children will also have access to reasoning sentence frames both on the lesson slides and the classroom Maths display.
Manipulatives
Concrete manipulatives and visual images are a key part of teaching and learning mathematics at William Harding. We believe the concrete-pictorial-abstract method greatly supports children’s understanding and progression, supporting their ability to make connections and develop mathematical talk and reasoning. The William Harding Calculation Policy details the progression within areas of Maths and which resources and language to use to aid understanding and ensure consistency. The use of concrete resources should be modelled and encouraged throughout appropriate lessons and used purposefully by both staff and pupils.
A range of appropriate manipulatives should be put out on tables or should be easily accessible to pupils in every Maths lesson, for all groups and abilities. It should be clearly noted on the planning if a particular manipulative is required for in a lesson (e.g. clocks to support time, or place value counters).
Manipulatives are available to the children:
During the discover, to help support their investigation of the maths concept.
During the children’s independent work.
In plenaries where appropriate.
Manipulatives are modelled by the teacher:
During the modelled share.
During the I do, we do.
During mini plenaries.
Times Tables
As part of their multiplication and division units, each year group has a series of Maths lessons focused on developing knowledge and application of multiplication facts.
In KS1, Year 2 children are introduced to times tables in Autumn 2. Children will be encouraged to learn 2s, 5s and 10s through mental recall.
Unknown multiplication facts are taught to be solved using an array or repeated addition, using pictorial representations where appropriate. Year 2 children will be introduced to Times Tables Rockstars following the initial block of multiplication and division teaching.
In Lower Key Stage 2, whole class teaching time is allocated to times tables in Autumn 1 where we look at mental recall of 3s, 4s and 8s in Year 3 and all multiplication tables up to 12s in Year 4. Children also have access to Times Table Rockstars which they can use to practise their tables at home or as part of a school-run Times Tables Rockstars Club. In Lower Key Stage 2, it is also part of our curriculum to look at multiplying two and three digit numbers by one digit numbers to embed their multiplication knowledge further. Where necessary, based on assessments and teacher judgements, interventions to boost recall of multiplication are implemented using a range of strategies including recall questioning, Times Tables Rockstars and Times Tables Flashies.
In Upper Key Stage 2, times tables are taught to the whole class where necessary based on teacher judgement and discussions between teachers at mid-data reviews/pupil progress. Times tables are also the focus of targeted interventions as well as regular morning work and lesson starter tasks.
Times Tables Rockstars
To further support and develop children’s times tables knowledge, application and speed, we have whole school access to Times Tables Rockstars, an online platform that allows children to practise their times tables in an engaging and competitive way. Children from Year 2-6 are given a login for this website and encouraged to use TTRS at home at least once a week. Times Tables Rockstars is also used within school for interventions where appropriate and some year groups choose to offer a Times Tables Rockstars club to their pupils. Teachers also use the worksheets to support their teaching and assessment of times tables where appropriate.
Impact
The aim of our approach to teaching maths is that all pupils will;
have developed numerical and conceptual fluency.
have developed reasoning and problem-solving skills.
have developed an understanding of how concepts in mathematics are interlinked.
be passionate and enthusiastic about mathematics and see how important mathematics is in everyday life.
have an understanding of a broad range of mathematical vocabulary.
strive to be mathematicians.