Maths
'Mathematics is not about numbers, equations, computations or algorithms: it is about understanding' William Thurston
At Woodham Burn Primary School, we believe that mathematics is a powerful tool for understanding the world. Our vision is to inspire all children to be mathematicians and to master all of maths by being fluent in the fundamentals of mathematics, by being able to reason, and become resilient problem-solvers who appreciate the beauty and relevance of maths in everyday life and future careers.
Our curriculum aims to deliver mathematical excellence for all. To implement our curriculum, we base our pedagogy around a consistent lesson delivery model (LDM) that fuses together the best of cognitive science approaches and the mastery approach to maths.
Central to our curriculum and lesson design is the Cognitive Load Theory. By using this approach, we can ensure that the child’s working-working memory is not overloaded. Our approach to maths promotes this in many ways:
• Extraneous visual and auditory stimuli are removed where at all possible.
•Teaching maths in a series of learning steps and units of learning that last as long as they need for all children to have grasped a concept or area of maths.
• Children are taught key vocabulary and fact fluency.
• The LDM is built around a robust I do, We do, You do model so children are instructed in these small steps and ensuring predictability and consistency for children, especially those with SEND needs.
• Varied fluency and variations are built in once the core concept has been secured using our chosen accessible representations and procedures.
• Daily, dedicated mental maths sessions for all year groups.
• Dedicated problem-solving lessons are taught ensuring all children can be taught problem-solving, practise problem-solving and independently solve problems – once fluency in an area has been secured.
To ensure the content learnt in maths lessons is retained, all learning is built into our systematic, spaced retrieval plans. Learning sequences identify linked mental maths/fact fluency starters; where a dedicated practical lesson is required; where a problem-solving lesson fits; when assessment/pause/stretch should take place; and when a practice lesson is required to allow children to simply consolidate what they have learnt.
We use a robust assessment, monitoring and CPD model that encompasses both pre- and post-unit assessments, summative assessments, fluency checks along with ongoing checks for understanding in lessons. We use end of unit and end of block assessments within our learning sequences to allow staff to plan for appropriate interventions and next steps, while allowing our maths lead to know what is working and what needs improving. We also believe same day intervention is important to ensure that all children are ready for the next step in their mathematical learning journey. We carry out regular monitoring activities to highlight where the curriculum and pedagogical approach are working and where improvements are needed.
Through high-quality teaching and a supportive learning environment, we believe that all of our children can be mathematicians thus striving to nurture a lifelong love for mathematics in every child.
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Please find more maths curriculum below.​
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Websites
As a school, we subscribe to numbots and Times Tables Rock Stars. We strongly encourage children to use these websites to hone their basic skills. All children have access to both of these programs, which can be used on most phones, tablets and computers. If you have any difficulties login in, please contact your class teacher.