Why do we teach this? Why do we teach it in the way we do?
At Vittoria, we believe that children should leave primary education with a growth mindset, resilience, high confidence and a deep conceptual understanding of the skills and knowledge required to approach any mathematical problem. We understand that knowing isolated mathematical facts and methods is not sufficient. Therefore, we strive to ensure our pupils understand mathematical ideas, and have the ability to transfer their knowledge into new situations and apply it to new contexts across the curriculum and in real-life situations. Thoughtful planning and carefully designed lessons enable teaching staff to make meaningful connections between content with a high emphasis on enquiry. Mistakes and misconceptions are integral elements of pupils' learning. Pupils are provided with rich and sophisticated challenges that sharpen and further refine their problem-solving skills. At our school, the majority of pupils will be taught the content from their year group. They will spend time becoming true masters of content taught with the ability to make creative links, think critically and develop an affluent (change to rich) mathematical vocabulary. We aim to fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
What do we teach? What does this look like?
We view the national curriculum through the maths mastery lens; as a result, lessons are planned and sequenced using White Rose Maths. To ensure all pupils have the ability to reach mastery, we utilise the C-P-A approach, providing our pupils with the scaffolding required to access the learning at all levels. The vast majority of topics begin with pupils manipulating concrete resources in order to support their understanding. Pupils then move towards pictorial representations and finally begin working in the abstract once they are secure in their understanding. Sentence starters and key vocabulary are key ingredients to mathematics lessons; pupils are encouraged to discuss their ideas and provide detailed written explanations and diagrams. We believe that all maths lessons should contain problem solving/reasoning as opposed to isolated abstract calculations. Our pupils engage in arithmetic and times table sessions, developing their mathematical fluency. Assessment informs the teaching and learning sequence, and children work on the objectives they are assessed as being at.
Children at Vittoria show confidence in believing that they will achieve in maths and show a high level of pride in their presentation and understanding of the work. By the end of KS2 we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts, and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. Children are tested on the content they have been taught after each unit, and the gap analysis data informs subsequent lesson planning and interventions are implemented to support targeted children. We also use White Rose tests as a summative assessment in order to monitor overall progress in mathematics.