Franciscan - Maths curriculum

At Franciscan, our vision is to see children become competent, confident mathematicians. We have at the core of our Maths a belief that every child can succeed at and have an enjoyment of maths which they can relate to the world around them.

Maths lessons are designed to ensure that every child achieves to the best of their ability and we endeavour to challenge them to explain strategies and understanding using correct vocabulary and a range of methods.

Our basis for Maths teaching is the White Rose Maths schemes of leaning which has ‘small steps of progression’ at the core of its curriculum. We are working to embed the principles of Teaching for Mastery which aims to keep the class working together, not moving through content too quickly and seeking to deepen and secure their understanding through a range of different contexts. Forethought and a deep understanding of misconceptions that may arise ensure we use skilful questioning throughout our teaching.

Collaboration of global maths experts have researched and put together yearly frameworks which provide the foundation for secure learning, confidence and competence in mathematics.

The White Rose approach reinforces the three core strands recommended by the National curriculum of fluency, problem-solving and reasoning into our lessons encouraging students to build confidence and resilience to achieve in maths.

Its inclusive approach is based on the use of concrete objects, pictorial representations and abstract methods to help pupils develop a secure, long-lasting and adaptable understanding of mathematics.

What does a typical Primary White Rose Maths lesson look like?

• A mix of teacher-led and student-led learning
• Exploration of maths using concrete, pictorial and abstract
• Small steps of progress
• The keeping together of the whole class differentiated by support and challenge throughout
• Representations, and not just pages in books
• Fun and engaging activities and contexts
• More opportunities to further extend and challenge learners to deepen understanding
• Key questioning throughout

Maths teaching has certainly changed over the years and parents and carers may find children are being introduced to a range of methods and strategies they may not have seen before – please speak to your child’s teacher as a first port of call if you have any queries or concerns.

Mrs Dompreh

Maths subject Lead

By building confidence, resilience and a passion for maths, we can show that whatever your prior experience or preconceptions, maths is an exciting adventure that everyone can enjoy, value and master!

Our Aim is for young mathematicians to become:

• Confident and able to recall and apply mathematical knowledge in different contexts
• Able to explain their methods and thinking processes and apply skill in context
• Fluent in different areas of maths
• Efficient in applying problem-solving and reasoning skills
• Independent thinkers
• Aware of the Maths/concepts/process they are doing

White Rose Maths

 The 3 I’s – Intent, Implementation and Impact

Intent

• To foster a passion for mathematics, developing an understanding of the importance of being numerically literate and how maths connects to the world around them. For every single pupil to believe that they can succeed in mathematics
• For all pupils to be able to articulate their learning confidently using correct mathematical languages
• For all pupils to master the skills and concepts expected of them in order that they are ready for the next stage in their journey.

Implementation

• High expectations for all pupils, including those with SEND
• Teaching for Mastery approach including (but not by no means exhaustive)

Planning for microscopic progression

Ø Use of the CPA approach in order to embed concepts

Ø Structured practice of skills to develop fluency

Ø Development and use of correct mathematical language, modelled through the use of STEM sentences to develop mathematical reasoning

• High quality questioning to embed and secure understanding
• The meeting of individual needs including
  • o Differentiation and scaffolding
  • o Small group teaching

• Enrichment opportunities including
  • o Themed days
  • o Opportunities for cross-curricular learning

At Franciscan, we use the White Rose Schemes of Learning to guide our planning. We also use professional development resources from the NCETM to support our approach to the learning and teaching of mathematics.

Impact:

To ensure that all pupils fulfil the aims of the National Curriculum

• 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
• 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.