At Anston Hillcrest, we believe that mathematics is essential to everyday life, critical to science, technology and engineering and necessary for financial literacy and most forms of employment.
Our Mathematics curriculum aims to ensure that all of our pupils:
become fluent in fundamentals of arithmetic, including varied and frequent practice with increasingly complex problems over time so pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations.
develop an argument, justification or proof using mathematical language
problem solve by applying their knowledge to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
confidently communicate by asking and answering questions, sharing their learning and learning from their mistakes
use and apply mathematics in future learning across the curriculum and in real life
The Mathematics Curriculum
In FS1 & FS2, we focus on six key areas of early mathematics learning, which collectively provide a platform for everything children will encounter as they progress through their maths learning at Anston Hillcrest and beyond: cardinality and counting, comparison, composition, pattern, shape and space and measure. Children work towards achieving the Early Learning Goal for Number and Numerical Patterns.
In KS1 & KS2, Maths is taught following all key areas set out in the programmes of study of the 2014 National Curriculum.
As a school, we follow the White Rose Scheme of learning to ensure curriculum coherence. Each school year begins with a focus on the concepts and skills that have the most connections. These are then applied and connected throughout the school year to consolidate learning. This gives pupils the opportunity to ‘master maths’ by using and applying previous learning. The White Rose Scheme ensure key objectives are broken down into clear small steps which are taught progressively.
We follow a maths mastery approach and our teaching is underpinned by the Big Ideas in teaching for mastery.
Mathematics is taught using the Concrete, Pictorial and Abstract (CPA) approach which uses physical and visual aids to build a children’s understanding of abstract concepts. Concrete resources (manipulatives) such as counters and base ten are consistently used throughout school. These are presented alongside pictures / pictorial representations of the concrete resources they are using. Both concrete and pictorial representations are consistently used within and across year groups to help children connect prior learning to new learning. When ready, children move to pictorial representations alongside abstract recording for example numbers and symbols. This approach helps scaffold and secure children’s understanding of mathematical concepts.
Children are taught how to construct and use visual representations to help them convert information presented in a problem into symbolic equations.
In FS, children work towards achieving the ELG Number and Numerical patterns. Holistic and best fit judgements are made in relation to the ELG and readiness for Y1.
Each term, children in Y1-5 complete the NTS assessment tests which directly align with the White Rose Maths Scheme of learning. Scale scores are generated for each pupil and these are used to assess if children are on track and progressing through the curriculum as expected taking into consideration their starting points and the highest expectations.
Times Tables and Maths Parent Workshops