The teaching and learning of mathematics at Grateley fully incorporates the 2014 National Curriculum aims by ensuring that all children have the opportunity to:
- Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
(National Curriculum, 2014)
The fundamentals of mathematics are taught using a concrete, pictorial and abstract approach with visual aids (models and images) and physical apparatus used throughout the school to support conceptual understanding. The school has a calculation policy (below) that gives an overview of the progression expected in the four operations (addition, subtraction, multiplication and division), as well as a calculation progression document (below) of the mental strategies, vocabulary and generalisations related to these.
At Grateley, we value the importance of mental strategies; objectives are taught both within core lessons and discretely in Maths meeting sessions, allowing children to become fluent in using these to support efficient calculation.
Problem solving and reasoning are integral elements of all units of work and are embedded throughout the mathematics curriculum. Teachers regularly plan opportunities for children to apply their understanding of the fundamentals of mathematics to a variety of rich, problem solving contexts. Wherever possible, these will include an element of global citizenship, giving purpose and real-life context that is responsive to the children’s interests. We value mathematical conversation in the classroom and give emphasis to this when teaching, encouraging children to justify and prove their understanding of concepts using precise mathematical vocabulary.
At Grateley Primary School, children are taught in mixed age classes. We ensure groups are used flexibly within classes and children move between them based on their strengths and needs. Teachers use on-going daily assessments and termly formal assessments to ensure misconceptions and gaps in understanding are quickly identified and interventions put in place when needed. The new curriculum framework (or Early Years Framework in EYFS) is used in conjunction with Hampshire guidance and planning as a starting point for planning maths units, while on-going assessments help to ensure work is appropriately challenging for all pupils. Therefore, our Maths long term plans (below) are flexible and adaptable due to the children's learning needs.