Maths

 

Intent

Maths at Brierley School provides children with a foundation for understanding the world, the ability to reason mathematically, an appreciation of the power of number and a sense of enjoyment and curiosity about the subject. We encourage our children to be enthusiastic about maths, with a thirst for knowledge and resilience for challenge.  

 

Implement

Our maths curriculum is both creative and engaging for all pupils and endeavours to ensure all children achieve. We encourage children to develop the necessary skills to allow them to become ‘deep thinkers’ acquiring math skills to a range of practical, real life contexts to ensure their learning is both purposeful and meaningful.

 

Our teaching sequence follows the White Rose Maths scheme of work. From this we have then created our own bespoke Brierley maths curriculum for each individual year group, ensuring pace and progression in all strands of learning across school.

 

The Mastery approach to the teaching and learning of maths is applied in all lessons. It stems from the idea that all children can achieve in maths through support, challenge and the use of concrete, pictorial and abstract teaching methods. This approach has helped to improve outcomes and standards in each lesson. Each lesson offers the same starting point for all children and differentiation is achieved through the use of adult support, manipulatives and the use of progressive and open ended problems. We ensure that maths is taught in creative and engaging lessons, using a wide array of math manipulatives in concrete, pictorial and digital form. ICT is used widely across each year group to deliver the maths curriculum and to offer our pupils a range of exciting activities to challenge and inspire. Maths is widely promoted across the school and our classrooms have working walls that the children can utilise to support their learning through the use of vocabulary, models and images and methods.

 

 

Reasoning is a key area within all our lessons. Mathematical vocabulary is an essential part of each lesson, we begin all lessons with a ‘Maths Chat’ activity where pupils are encouraged to describe, explain, convince, justify and prove using STEM sentences to answer in full. We hope to build problem solvers of the future and build resilience in our children; essential skills that they can use in all aspects of their learning.


 

 

Structure of a Brierley Maths Lesson

Arithmetic - 6 questions linked to previous learning to ensure recap and consolidation

Math’s Chat - children are encouraged to describe, explain, convince, justify and prove using STEM sentences to answer in full.

Model and Teach to introduce new concepts - concrete, pictorial and abstract teaching. This input is given in small sections throughout the lesson.

Practise and Apply - children are given chance to apply their skills to problems and questions, we apply the ‘Five is Fine rule’ in order to ensure pupils are moved on in their learning.

Challenge - all children are given the opportunity to reach the challenge activity within the lesson. This allows pupils to apply the skills learnt within different contexts.  

 

Impact

 

Formative assessment is ongoing throughout each lesson. It helps to judge progress and allows teachers to make flexible adaptions to their teaching in order to allow all pupils to achieve in each lesson. Effective formative assessment, daily marking within lessons and adult interaction, is firmly embedded into our approach to the teaching and learning of maths. All pupils are supported within the lesson to develop, progress and move their learning forward through questioning and feedback. Pupils demonstrate the impact this has on improving their learning through editing and response. The use of concise Curriculum Learning Goals ensures pupils are aware of what they are learning and supports the sequencing of lessons.  

 

Summative assessment is carried out termly using Insight Tracker. Teachers use the bespoke Brierley curriculum to ensure pupils have met the key end points for each strand/unit of learning before moving on to the next strand of maths. Cross moderation occurs in school to ensure moderation is carried out correctly. Moderation throughout the collaboration also supports this.  

 

Our Maths curriculum at Brierley School prepares pupils for the next stage of their learning. It allows all children to see the purpose of maths within the wider world and how maths is used in everyday life.