Implementation of our Maths Curriculum

• A coherently sequenced maths curriculum allows pupils to build on prior mathematical knowledge and make connections to their learning.
• Our long-term plan is based on the School Improvement Liverpool Maths Plans which provide an overview of the coverage of objectives and topics in each year group.
• We use White Rose Maths for our medium-term planning which ensures that core knowledge is sequenced coherently within and across year groups.
• To ensure we meet the needs of all pupils in mathematics, we adapt and review our planning daily. We also use NCETM, Nrich, I see reasoning and I see problem solving to assist in our delivery of the mathematics curriculum.
• The pedagogy of our teaching sequence is underpinned by a concrete, pictorial and abstract approach to learning.
• Representations and structures allow pupils to make connections between their learning.
• Teachers use variation to offer concepts in more than one way and to sequence learning, drawing attention to mathematical relationships.
• High quality individual and whole class feedback is used to address misconceptions before moving onto new learning.
• Pupils are given opportunities to reflect on their work and review their own progress.
• Pupils are given opportunities to work in pairs, groups and independently.
• Retention activities at the beginning of every lesson help pupils to consolidate prior learning and fluency.
• Teachers’ model/demonstrate new concepts through images/manipulatives/use of ICT.
• Pupils have access to practical equipment every lesson to develop and support their concrete conceptual understanding.
• High-level vocabulary is modelled to pupils, displayed in classrooms and used regularly as a teaching point. Pupils are given opportunities to use vocabulary in a range of contexts.
• Teachers encourage a growth mind set culture where children learn from their mistakes.
• Open and probing questioning is used to deepen pupil's mathematical thinking.
• Our calculation teaching sequence involves: estimation, practise of fluency questions, followed by reasoning and problem-solving activities.
• Pupils are given opportunities to apply skills in a variety of contexts to deepen their problem solving and reasoning skills.
• Maths Journals are used to deepen understanding of new concepts and key vocabulary.
• TTRockstars is used and celebrated to develop confidence with times tables.
• Real life maths links are made during lessons.
• Basic maths facts are progressively sequenced and tracked across year groups.