At Cherry Tree Academy, we are committed to providing our children with a curriculum that has clear intention and impacts positively upon their needs.

Curriculum statement for the teaching and learning of Math 2021/2022

National Curriculum Intent

The national curriculum for mathematics intends to ensure that all pupils:

1. Become fluent in the fundamentals of mathematics, including through varied and frequent practise with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
2. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing and argument, justification or proof using mathematical language.
3. Can 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. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.

The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We follow the White Rose maths scheme, with Deepening Understanding used to extend fluency, reasoning and problem solving. They should also apply their mathematical knowledge to science and other subjects.

Intent

At Cherry Tree Academy, we believe that all pupils, regardless of background, should enjoy mathematics and succeed in the subject, becoming confident, lifelong mathematicians. It is our aim for all pupils to acquire a deep, secure and adaptable understanding of all aspects of mathematics. We are committed to developing pupils’ a sense of enjoyment and curiosity about the subject enabling them to make meaningful links to real life contexts that will be relevant and useful to them in their future endeavours.

At Cherry Tree Academy, this is underpinned by:

• High expectations: All children are expected to success and make progress from their starting points.
• Modelling: Teachers teach the skills needed to success in mathematics providing examples of good practise and having high expectations.
• A vocabulary rich environment: We intend to create a vocabulary rich environment where talk for maths is a key learning tool for all pupils. Pre-teaching key vocabulary is a driver for pupil understanding and develops confident of pupils to explain mathematically.
• Pattern and Connection Identification: All children will have opportunities to identify patterns or connections in their maths; they can use these to predict and reason and to also develop their own patterns or link in maths and other subjects.
• The teaching of fluency: We intend for all pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practise with increasing complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• The teaching of reasoning: We intent for all pupils to reason mathematically by following a line of enquiry, conjecturing and relationships and generalisations, and developing and argument, justification or proof using mathematical language.
• The teaching of problem solving: We intend for all pupils to 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.

Implementation

Concrete, Pictorial, Abstract approach: We implement our approach utilising a CPA approach to teaching maths lessons:

• • Concrete –children use manipulatives to represent the concept they are being taught. This ‘hands on’ component using real objects is the foundation for conceptual understanding.
  • Pictorial –children use pictures and models to represent the concrete manipulatives including bar model and whole-part-whole models.
  • Abstract –this is the concept in the abstract form which is more readily understood once children have explored the concrete and pictorial. Pupils’ are now capable of representing problems by using mathematical notation.

White Rose: Every class from EYFS to Year 6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained. The scheme is used to develop the children’s fluency, reasoning and problem-solving in addition to developing their understanding of concepts and making links between maths topics. We also use a range of planning resources including those provided by the NCETM and NRICH to supplement and enhance the provision of maths teaching and learning.

Clarify, Consolidation, Challenge (3C): Math lessons begin with differentiated 3C sequential learning activities. Pupils are grouped, based on formative assessments from previous lessons, and provided opportunities to complete maths task to ensure knowledge and fluency are maintained, developed with misconceptions addressed. While the class are solving the questions, the staff are able to support children ensuring they are confident with skills required for the upcoming lesson.

Fluent in Five: In order to enhance pupils mental and written arithmetic skills daily Fluent in Five sessions are taught. Fluent in Five has been designed to help children to distinguish between mental and written methods. This ultimately develops a child’s ability to complete all the questions in an arithmetic test in the limited time that they are given.

Assessment: Through our teaching, we continuously monitor pupils’ progress against expected attainment for their age, making daily formative assessments which are updated and tracked weekly using our balance system. These are used to inform teaching and interventions. Summative assessments are completed at the end of each half term; their results from discussions in termly Pupil Progress Meetings and update our summative school tracker.

The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

Online Maths Tools: In order to advance individual children’s maths skill in school and at home, we utilise Times Table Rock Stars for multiplication practise, application and consolidation. Maths homework is set termly, often using MyMaths.

Continuing Professional Development (CPD): We continuously strive to better ourselves and frequently share ideas and things that have been particularly effective. We take part in training opportunities and regional networking events, such as the NCETM Mastery Maths training scheme.

Cross Curricular: Maths is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects.

Impact

Pupil Voice: Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.

Evidence in Knowledge: Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential.

Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.  Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.

Evidence in Skills: Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. The flexibility and fluidity to move between different contexts and representations of maths.

Children show a high level of pride in the presentation and understanding of the work. The chance to develop the ability to recognise relationships and make connections in maths lessons. Teachers plan a range of opportunities to use maths inside and outside school.

Outcomes: At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.