Sellincourt Primary School

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Maths at Sellincourt

Intent

Every child is a mathematician

At Sellincourt, we believe that every child is a mathematician and the vast majority of children can succeed in learning maths in line with national expectations at the end of each Key Stage. We aim to instil a positive mind-set towards mathematics, a culture of learning from mistakes and misconceptions and opportunities to develop resilience in the face of a challenge. We encourage pupils to make connections and build on their prior learning in coherent steps to develop a deep, conceptual understanding.

Sellincourt children are the problem solvers of the future

In our lessons, our intention is for the majority of pupils to move through the programmes of study at broadly the same pace. Key to our curriculum is the focus placed on developing learner’s abilities to apply their understanding, reason mathematically and problem solve. We want Sellincourt mathematicians to think logically, systematically and be the problem solvers of tomorrow.

Implementation

Diving deeper

In keeping with the principles of mastery and the National Curriculum, children are taught to become fluent in the fundamentals of mathematics, reason mathematically using mathematical language and apply their knowledge and understanding to problem solving tasks. With a focus on quality whole class teaching, which breaks learning points down into carefully-planned small steps and exposes pupils to a variety of representations, we aim to develop confidence and fluency in key mathematical concepts, structures and strategies. Throughout our maths lessons, children dive deeper into the concept, applying their learning to reasoning (deeper) and problem solving (deepest) questions.

Building understanding one step at a time

In order for the children to master mathematics and develop fluency, where possible, we employ the CPA approach:

 

Concrete:  providing children with objects and resources to manipulate. Examples include Numicon, Bead Strings and Place Value Counters.

Pictorial: representing thinking through jottings and images. These may be sketches of resources or models such as bar models and part-whole models.

Abstract: using formal representations such as methods using signs, symbols and digits.

Children develop mathematical understanding through exposure to a variety of representations (concrete, pictorial and abstract) designed to expose the structure of mathematics and the 'why'.

Talking maths

Through encouraging children to discuss maths and their methods, we celebrate collaborative learning and different approaches to calculation. In lessons, we make use of stem sentences to scaffold discussion and the use of mathematical language.

A solid foundation for learning

Learning key mathematical facts (such as number bonds and times tables) provides a solid foundation for mathematics learning throughout a child’s education. We place an emphasis on the learning and recall of these number facts. From Year 1-6, children practise using Numbots (for number bonds) and Times Table Rockstars (for times tables) both in school and at home.

Click here to see Maths Long Term Plans - Reception to Year 6

Click here to see our Calculation Policy

Click here to see a Parent Guide to TTRS 

Click here to see a list of helpful mathematics websites