Maths Curriculum at Mount Stewart

‘Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education, therefore, provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.’ DFE National Curriculum 2014

At Mount Stewart Federation, we aim to nurture every child into a lifelong Mathematician. We lay solid foundations for their enduring journey in Mathematics, equipping them with essential skills for a robust understanding. Our goal is to build their confidence for seamless progression in learning, ensuring they grow into mathematically proficient adults capable of thoughtful problem-solving.

Our educational approach encompasses a rich tapestry of experiences that ignite curiosity, inspire awe for the subject, and guarantee each pupil realises their full potential. We are committed to fostering a positive mindset towards Mathematics, focusing on inquiry, reasoning, and problem-solving. We encourage a culture of growth, articulation, and innovative risk-taking in applying mathematical knowledge across various contexts. This is achieved through a mastery approach in teaching, setting high standards and instilling a belief in every child's capability to excel. Our teaching methods aim to bolster confidence in Mathematics, enabling students to articulate their thoughts, draw connections across topics, and communicate their strategies with precise mathematical language. We promote diverse learning strategies, including collaborative and independent work, to empower our students in their mathematical journey.

Approach and Planning:

The curriculum follows the national curriculum for Mathematics, emphasising fluency, reasoning, and problem-solving, using schemes like HfL Essential Maths and White Rose.

• The national curriculum for Mathematics is followed to ensure fluency in fundamentals, reasoning mathematically, and problem-solving skills.
• The curriculum is designed to accommodate varied and frequent practice with increasingly complex problems for conceptual understanding and rapid knowledge recall and application.
• The curriculum follows the national curriculum from EYFS early learning goals through KS1 and KS2.
• It incorporates the Herts for Learning (HfL) Essential Maths schemes in Reception and the White Rose scheme for Key Stages 1 and 2.
• The NCETM Mastery Number program is used in Reception, Year 1, and Year 2 to develop a strong foundation in number sense.
• Teachers adapt planning to meet the needs of their students.

Teaching Strategies:

Uses Concrete, Pictorial, Abstract (CPA) approach, HfL/White Rose resources, and mastery lessons focused on coherence, variation, and mathematical thinking.

• Mathematical concepts are taught using the Concrete, Pictorial, Abstract (CPA) approach, allowing students to move fluently between different representations of mathematical ideas.
• A variety of teaching sequences and resources from HfL Essential Maths or White Rose are used, tailored to the needs of the children.
• Mastery lessons are structured around coherence, variation, representation and structure, mathematical thinking, and fluency.
• Adapted teaching includes targeted small group and mixed-ability whole-class lessons.
• Regular Revise and Review consolidation lessons are employed to reinforce previous learning.
• A variety of resources and different representations of mathematical concepts are utilized to support learning.

Curriculum Intent:

Aims to develop lifelong Mathematicians with a focus on core skills, confidence, problem-solving, and a positive attitude towards mathematics.

• At Mount Stewart, the aim is for every child to become a lifelong Mathematician.
• The curriculum provides strong foundations in Mathematics, focusing on core skills for secure understanding.
• The intent is to develop children's confidence in mathematics, fostering mathematical literacy, problem-solving, and critical thinking skills.
• Emphasis is placed on developing a positive attitude towards mathematics through enquiry, reasoning, and problem-solving.
• Children are encouraged to adopt a Growth mindset, articulate their ideas, and apply their knowledge in different contexts using a mastery approach.
• It encourages students to see mathematics as relevant to the world around them and in other subjects.
• The goal is for students to enjoy mathematics, solve challenging problems, and appreciate its value in everyday life.

Implementation:

Offers collaborative and independent work opportunities, focusing on key skills and integrating mathematics with other subjects.

• Maths lessons offer opportunities for both collaborative and independent work.
• Basic Maths skills are taught daily, focusing on key mathematical skills such as place value, the four operations, and fractions.
• A range of reasoning resources are used to challenge all children.
• Home learning is set to develop and review children's learning.
• Efforts are made to integrate Mathematics with other subjects across the curriculum.
• The curriculum focuses on becoming fluent in fundamentals, reasoning mathematically, and solving various problems.
• Regular practice with increasingly complex problems is emphasized to develop conceptual understanding and rapid recall and application of knowledge.

Inclusivity and Support:

Ensures all children can access the curriculum, with clear progression and support for reaching potential.

• The curriculum is designed to enable all children to access the curriculum and achieve their full potential.
• The curriculum is underpinned by a clear progression in the development of skills and key instant recall facts, as shown in the maths Progression of Skills document.
• Support is provided to ensure that all children, regardless of their starting point, are able to reach their potential in Mathematics.
• Attention is given to key knowledge and understanding needed in Reception classes, and progression through KS1 supports success in the future.
• Home learning support is provided through online subscription services like Times Table Rock Stars (TTRS).

Impact:

Demonstrates mastery through multiple representations, quick recall, and mathematical language, with regular assessments guiding teaching.

• Mastery is demonstrated when children can show a concept in multiple ways, apply it to new problems, and use mathematical language effectively.
• Children exhibit quick recall of facts and procedures, flexibility in using different contexts and representations of mathematics, and an ability to recognize relationships and make connections in mathematics.
• Confidence in achievement and pride in the presentation and understanding of work are key indicators.
• Observable outcomes include engaged and challenged children, confident communication about Maths, and lessons using a variety of supportive resources.
• Assessment for learning is deeply embedded, with regular use of low-stakes quizzes and assessments to guide teaching.
• Pupils complete assessments throughout the year to gauge understanding and progress.
• The impact is judged by the mathematicians seen at the end of Year 6, who are expected to apply what they have learned and be ready for the next stage of their education.

When they leave Mount Stewart they will:

• Have a strong foundation in mathematics, including fluency in fundamentals, the ability to reason mathematically, and problem-solving skills.
• Be confident mathematicians, capable of applying their knowledge and skills in various contexts.
• Have developed a positive attitude towards mathematics, equipped with the ability to reason, solve problems, and make connections within the subject.
• Be prepared for further education and understand the importance of mathematics in everyday life and various careers.

We would like to introduce our Maths Leader, Jackie Keane, a dedicated and innovative educator with a passion for inspiring students and fostering a deep understanding of mathematics.