Knowledge-Rich, Diversity-Led Curriculum
"Numbers have life; they're not just symbols on paper." - Shakuntala Devi, mathematician
The 2014 National Curriculum for mathematics aims to ensure that all children become fluent in the fundamentals of mathematics, are able to reason mathematically and can solve problems by applying their mathematics. At Stoneydown, these skills are embedded within maths lessons and are developed consistently over time. We are committed to ensuring that children are able to recognise the importance of maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of mathematics.
We want our pupils to be successful not only in their schooling career, but throughout their adult lives. Through carefully designed lessons, our teachers are able to make meaningful connections between content with a high emphasis placed on reasoning and enquiry. As a result of this, our pupils are encouraged to use critical thinking to find solutions to problems, therefore encountering greater depth within their maths sessions, enabling an easier transition to mastery.
Mathematics at Stoneydown Park Primary is planned and sequenced using White Rose Maths schemes of learning. This scheme is used in conjunction with the ‘Maths No Problem!’ primary textbooks. Both of the schemes follow the ‘mastery approach to mathematics’ which has been endorsed by the Department for Education, NCETM and Ofsted. This approach aims to help all children develop a deep, long-term and adaptable understanding of mathematics.
At Stoneydown, children learn through careful ‘small steps’ planning which carefully develops a deeper understanding of mathematics. The planning follows the concrete, pictorial and abstract approach to learning where children build competency by understanding a mathematical concept through a variety of representations and contexts. Peer discussion is carefully planned throughout this approach to allow children to question and reflect on their learning.
Concrete – Children are introduced to a new concept by using concrete objects and manipulatives in order to help them understand what is happening. These lessons are usually practical, whilst developing discussion and curiosity.
Pictorial – Children will then deepen their understanding by exploring and applying varied visual representations of given problems – such as pictures and diagrams.
Abstract – Finally, children apply their understanding by using mathematical symbols, numbers or words when solving problems.
This carefully layered and inclusive approach allows children to begin their learning at the same starting point, whilst also ensuring that most children progress through the curriculum at the same pace.
Though the whole class goes through the same content at a similar pace, differentiation remains an integral part of teaching at Stoneydown. Students who grasp content quickly are given more advanced reasoning and problem solving questions which aim to develop their critical thinking even further within the given mathematical concept. Those children who find particular concepts more difficult are supported through concrete and pictorial resources until they are ready. Such children are also provided with extra support through adult interventions and support so that all children deepen their understanding as best they can.
In line with our feedback policy, most of the children’s work is marked in the lesson, where content is reviewed as a whole class and corrected in unison. The children are encouraged to correct their own work, thereby developing independence and critical thinking.
Regular assessments inform teaching and targeted interventions are used to further support children to succeed.
The children at Stoneydown consistently express a passion and confidence for mathematics across the school. Through adopting the mastery approach to mathematics, children feel self-empowered as they all are challenged to use critical thinking and problem solving skills, thereby developing a growth mindset where every child feels that they can succeed in mathematics.
Lessons remain challenging and exciting by following the concrete, pictorial and abstract approach to teaching mathematics. At Stoneydown, we pride ourselves in delivering creative and varied lessons when teaching. For example, children will usually learn a concept through a combination of practical lessons, puzzles, diagrams and reasoning problems.
Regular assessment informs our teaching and ensures that we maintain high standards for all children. Our most recent SATS results (2019) showed that children achieved above the national average in both KS1 and KS2.
Through following the White Rose Maths schemes of learning, teachers across the school also feel confident in delivering a mastery approach to learning. CPD is also used to further develop a teacher's subject knowledge and expertise. Learning walks and subject monitoring are also regularly undertaken in order to ensure teachers maintain high standards for all children.
At Stoneydown, we ensure that children have the opportunity to apply their mathematical understanding and skills across all subjects. Where possible, different subjects will encourage mathematical thinking and discussion in their lessons. Such examples include using tables and graphs in science, coding in computing or even creating works of art using geometric shapes. Children are also encouraged to learn in outside spaces, using the playground or the nearby park to further apply their mathematical skills and understanding.
Click here to see the National Curriculum Mathematics Programmes of Study: Key Stages 1 and 2.