At Red Hill Primary School, our aim is to foster the growth of self-motivated, confident learners among our students. We focus on equipping them with the skills to use and apply mathematics effectively in various situations. Our math curriculum is designed to instill a sense of curiosity, enjoyment, and passion for the subject, recognizing its unique power to help children make sense of and describe the world around them. Additionally, it empowers them to tackle and solve problems with mathematical insight.

Maths curriculum

“A high-quality mathematics education provides a foundation for understanding the world, theability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.” (National Curriculum 2014)

Red Hill mathematicians

As mathematicians, we are adept thinkers and skilled problem solvers. Leveraging our existing mathematical knowledge, we establish connections across various mathematical domains, facilitating effective reasoning. Our approach involves utilizing diverse manipulatives, resources, and diagrams to articulate and enhance our comprehension of mathematical concepts.

In alignment with the full National Curriculum, we implement the White Rose Mathematics update scheme throughout the school. This scheme is designed to support all students in mastering mathematics. To complement this, we incorporate resources from Classroom Secrets and Deepening Understanding into our teaching practices.

What does it mean to master mathematics?

A pupil has truly mastered a mathematical concept or skill when they can represent it in various ways, possess the necessary mathematical language to articulate related ideas, and can independently apply the concept to solve new problems in unfamiliar situations.

Mastery is a continuous journey and a long-term goal that involves exploration, clarification, practice, and application over time. At each stage of learning, pupils are expected to showcase a profound, conceptual understanding of the topic, with the ability to build upon it as they progress.

The emphasis is not solely on memorizing key facts and procedures, as this often leads to a superficial understanding that can be easily forgotten. Instead, pupils should have the capacity to discern the most effective mathematical approach for different scenarios, showcasing a more comprehensive and adaptable understanding of the subject matter.

All pupils can achieve in mathematics

The development of mathematical abilities is a result of consistent practice, dedicated support, and hard work rather than relying solely on natural talent, which is just an initial advantage and does not determine one’s potential for achievement.

For high-attaining pupils, a deep understanding of key number concepts is emphasized over mere memorization of processes. Teachers aim to extend the learning experience for high-achieving students by delving into the depth of concepts rather than accelerating them into new content prematurely. This approach ensures a more thorough and comprehensive mastery of mathematical principles.

Focus on depth

It is essential to enhance comprehension before progressing to material from the next academic level. Deepening understanding of mathematical concepts proves beneficial for all students, irrespective of previous struggles or successes. Providing students with adequate time to thoroughly grasp, explore, and apply ideas is crucial. This method ensures a genuine understanding of a concept, and the challenge lies in investigating it through new, alternative, and more complex approaches.

Multiple representations for all

The White Rose approach embraces the ubiquity of objects, pictures, words, numbers, and symbols in our surroundings. By incorporating all these elements, it aids students in exploring and expressing mathematical ideas, thereby enhancing their learning experience and fostering a deeper understanding. The synergy of these components contributes to solidifying knowledge, ensuring that students truly comprehend what they’ve learned.

In this approach:

Concrete:Students are encouraged to use tangible objects and manipulatives, such as cubes, to gain a hands-on understanding and articulate their actions.

Pictorial: Building on the concrete foundation, students progress to using pictorial representations. These visuals serve as tools for reasoning and problem-solving.

Abstract: With a well-established foundation, students can confidently transition to an abstract approach, employing numbers and key concepts to further advance their understanding.

Fluency, reasoning and problem solving

Fluency

Fluency refers to a student’s ability to efficiently and accurately apply mathematical procedures and concepts. It involves being able to perform basic arithmetic operations, such as addition, subtraction, multiplication, and division, with ease and speed. Fluency extends beyond mere memorisation of facts; it includes a deep understanding of number relationships and the ability to use that understanding to solve problems quickly and accurately.

Problem solving

Our approach places mathematical problem-solving at its core. We inspire students to identify, comprehend, and apply pertinent mathematical principles, fostering connections between various ideas. This process cultivates the skills required to address novel problems, moving beyond mere repetition of routines without a solid understanding.

To provide a more comprehensive and profound learning experience, we explore mathematical concepts through diverse representations and within various problem-solving contexts. This approach allows students to integrate different concepts, enabling them to solve intricate problems and apply their knowledge to real-life situations.

Reasoning

The transformation of students’ learning in mathematics is significantly influenced by how they articulate their understanding. Mastery-oriented methodologies, exemplified by approaches like White Rose, employ a meticulously sequenced and structured method to introduce and bolster mathematical vocabulary. Students are encouraged to articulate their mathematical thoughts in complete sentences, going beyond merely stating the answer to explaining the rationale behind it. This emphasis is critical for cultivating both mathematical language and reasoning skills.

Maths across the curriculum

While the mathematics curriculum is typically organized as a distinct subject, there exists a wealth of potential for cross-curricular activities. Establishing connections between different areas of learning enriches children’s understanding by offering opportunities to reinforce and enhance their learning. The enhancement of learning is achieved through several strategies:

• Practicing Skills in Context: Providing additional opportunities to practice taught skills in a purposeful manner within other areas of the curriculum.
• Real Experiences and Meaningful Context: Offering real-life experiences, contexts, and meaning to the development of core mathematical skills.
• Memory Assistance: Assisting memory by presenting chances for children to apply their skills in different contexts.
• Application of Knowledge in New Contexts: Providing opportunities for the application of knowledge in new and diverse contexts, engaging children in higher-order thinking skills such as reasoning and problem-solving.
• Recognition and Development of Key Learning Aspects: Creating opportunities for learners to recognize and develop key aspects of learning, such as identifying patterns and relationships, and honing problem-solving and reasoning skills.
• Utilizing ICT: Incorporating information and communication technology (ICT), including iPads, laptops, online math programs, software, and games, to collect and manipulate data, as well as encouraging collaborative learning among pupils.

Calculation policy

Under the new maths curriculum (2014) the expectation is “By the end of year 6, pupils should be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages.” Our calculation Policy, which has been written in line with the programmes of study taken from the revised National Curriculum for Mathematics (2014) provides guidance on appropriate calculation methods and progression. The content is set out in yearly blocks under the following headings: addition, subtraction, multiplication and division. Statements taken directly from the programmes of study are listed in bold at the beginning of each section.

Times Tables

Mastering times tables is a fundamental aspect of your child’s mathematical education. Proficiency in times tables provides a strong foundation in mathematics, benefiting them as they progress within the subject. While many children can recite their times tables in order, independently knowing the answer to any times table question is a skill that requires substantial effort and dedication. The national expectations for times tables by year group are outlined as follows:

• Year 1: Count in multiples of twos, fives, and tens (up to the 10th multiple).
• Year 2: Recall and use multiplication facts for the 2, 5, and 10 multiplication tables and understand that multiplication can be done in any order (commutative property).
• Year 3: Recall and use multiplication and division facts for the 3, 4, and 8 multiplication tables.
• Year 4: Recall multiplication facts for multiplication tables up to 12 × 12.
• Year 5 & 6: Consolidating and applying (Mastery).

By the end of Key Stage 2 (KS2), it is expected that children have a secure understanding of their times tables, enabling them to answer any times table question mentally within a five-second timeframe. This proficiency is crucial for their continued success in mathematics.