Our Maths Lead is Miss Johnson.
The intent of our Mathematics curriculum at Sunny Bank Primary School is to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future. We ensure that we deliver a high-quality maths curriculum that is both challenging and enjoyable. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects. We want them to know that maths is essential to everyday life and that our children are confident mathematicians who are not afraid to take risks.
Our implementation is developed through secure understanding of the curriculum and subject area: teaching and learning; content and sequence. For maths, our blocks of learning ensure that children are exposed to units throughout the year whilst revisiting key mathematical content to secure knowledge and understanding or as a pre-teach for future learning. Our skills progression map provides all teachers with an overview of what children have learnt in previous years, what they are learning currently and how support the learning into the following year groups. Lessons are engaging and follow a teaching cycle of starter activities, main activity and reviews. The starters and reviews are used to incorporate both knowledge revisits and pre-teaches to inform future planning and delivery. Maths lessons are designed with a concrete, pictorial and abstract (CPA) approach, providing our pupils with the scaffolding required to access learning at all levels.
To implement our intent, we ensure that our children are invested in their learning and are making a positive contribution to their lessons. Arithmetic is taught in addition to the daily mathematics lessons and teachers plan to teach more complex concepts whilst allowing time for children to complete their ‘bread and butter’ questions. Assessment and feedback inform the teaching and learning sequence: feedback is given on children’s learning in line with our feedback policy; formative assessment within every lesson helps teachers to identify the children who need further support to achieve the intended outcome and who are ready for greater stretch and challenge through ‘next steps’. In order to support teacher judgments, children are assessed using current and reliable assessments in line with the National Curriculum for maths. Analysis of tests that the children complete is undertaken and fed into pupil focused progress meetings.
Children are enthused and motivated learners. Children build knowledge incrementally, resulting in them remembering more and knowing more. Children can make connections between different subject domains and contexts to further reinforce knowledge connections or common threads. Children are able to use their knowledge and understanding, gained from learning, and make links to apply to real life contexts.
Please see below for our Long Term Plan. From time to time, this plan may change as teachers adapt the learning to suit the needs of the children.