Maths Curriculum at Cheddington Combined School
Intent
At Cheddington Combined School, we believe that students deserve a creative and ambitious mathematics curriculum, rich in skills and knowledge, which ignites curiosity and forms the foundation upon which further mathematics can be built. It is our intent to make it accessible for all so that each child can thrive and find joy in their learning. We feel strongly that mathematics should reflect our daily experiences and want to encourage curiosity in making connections between mathematics and with the world around them. We aim to ensure that mathematics is a high-profile subject which children view positively and with a ‘Can do’ attitude.
Implementation
Our curriculum follows the national curriculum with White Rose Maths. Teaching curriculum content in blocks allows children to explore skills and knowledge in depth and gain a secure understanding of particular subject matter. Key knowledge and skills are also revisited regularly allowing repetition to embed learning. A concrete, pictorial, abstract approach provides children with a clear structure in which they can develop their depth of understanding of mathematical concepts. Teachers implement the school’s agreed calculation policies for progression in written and mental calculations. Pre and post unit assessments are used where appropriate along with termly assessments which help teachers to gather an understanding of their pupil’s existing and developing knowledge and skills. Children work both collaboratively and independently when solving problems which require them to persevere and develop resilience.
In the Early Years and Foundation Stage (EYFS), the children are introduced to mathematics via a creative, play and discussion-based curriculum. The children work through The Five Counting Principles as set out by Gelman and Gallistel (1978; see below) to ensure a deep understanding of number with which to proceed into Key Stage 1. The children work with shapes, becoming more familiar with key terminology to understand positional cues and to create repeated patterns. The concept of measures is introduced by discussing aspects of ‘My Day’ and relating this to the concept of time as well as looking at how to measure things using length, weight and capacity.
In Key Stage 1 (Years 1 & 2), the children build upon their learning in EYFS expanding their knowledge of number up to 100. Times tables are introduced alongside four operation work whereby the concepts of ‘add’, ‘subtract’, ‘groups of’ and ‘sharing’ are reinforced using manipulatives before progressing on to more abstract questioning. Statistics are used to group collected data and different methods of representation (pictogram and block diagrams) are also introduced. Geometric knowledge is built upon using 2D knowledge and how this translates to 3D shapes as well as reflecting images along a line of symmetry.
Through Key Stage 2 (Years 3, 4, 5 & 6), the children develop their place value knowledge to include larger numbers as well as decimal numbers. The rationale for formal written methods is reinforced for ease and speed of calculation, and this is referred back to on a regular basis to ensure learning of basic principles are embedded. Approximation and estimation are also introduced as tools for checking accuracy of calculation. Statistical knowledge is enhanced by introducing a wider range of data representation/analysis and the reasoning behind the most appropriate methods. Geometric knowledge progresses from 2D and 3D representations to using mathematical implements (for example compasses and protractors) to construct shapes based on known facts.
Across all years, mathematics is taught to a high standard, referencing real life problems enabling accessibility for all. We firmly believe that children should be unafraid to take on new challenges.
Five Key Principles (Gelman and Gallistel, 1978)
1. The one-one principle: The assignment of one (and only one) counting word to each item counted.
2. The stable-order principle: Knowing that the list of words used to count are in a stable and repeatable order.
3. The cardinal principle: On the condition that the previous two principles have been followed, the number name allocated to the final object in a collection represents the number of items in that collection.
- The abstraction principle: The preceding principles can be applied to any collection of objects, whether tangible or not.
5. The order-irrelevance principle: Knowledge that the order in which objects are counted is irrelevant.
Impact
The children are regularly assessed using standardised test measures (outcomes are compared to a large, national sample). We have three formal assessment points in mathematics throughout the year whereby the children’s newly acquired knowledge is assessed alongside embedded learning from previous years. The children’s progress is closely assessed using a combination of the summative outcomes and teacher-assessment. Subsequent teaching is planned and delivered based on these outcomes. Should a pupil require additional learning to fully embed strategies and algorithms, the class teacher works collaboratively with other members of the team (e.g. support staff, Maths Manager, SENCo among others) to put this in place.