At Cirencester Primary School we teach Maths using the new National Curriculum. The programmes of study within the new curriculum are arranged into the following areas:
We are in the beginning stages of implementing a Mastery approach to the teaching of Mathematics. When teaching maths for mastery, the whole class moves through topics at broadly the same pace. Each topic is studied in depth and the teacher does not move to the next stage until all children demonstrate that they have a secure understanding of mathematical concepts. This approach uses a Concrete-Pictorial-Abstract model where pupils use physical resources to 'do' the maths, then pictures and images to 'see' the maths before moving onto solving abstract questions without these supports. Pupils begin with a fluency task to assess their basic undertanding of the concept/learning objective and are supported where needed by resources and adult support. Within all of the areas above pupils' understanding is then further challenged through a range of opportunities to solve problems and use their investigative skills.
The use of Mathematical vocabulary, by both staff and pupils, is a key part of the Mastery approach and we encourage pupils to use the correct mathematical terminology when explaining how they have tackled and solved questions and problems. Please see vocabulary documents below for details of the vocabulary used in each year group.
Children are taught maths every day within their usual classes and work with a mixture of pupils within their classrooms, learning from each other throughout their lessons. Within the new curriculum the focus is very much on depth of understanding so it is very unlikely that your child will be moved onto the objectives from the next year group. Instead, pupils are provided with tasks and problems which will provide them with a deeper understand of the mathematical concept being taught.
We have set out our school calculation policy to ensure that pupils have this depth of understanding of a concept before moving onto written methods. For example, before pupils are taught chunking or bus stop methods for division, they spend lots of time practically sharing out items and looking at lots of different visual representations of this sharing. Please see our calculation policy for more details.
Quick mental recall of mathematical facts such as times tables, doubles/halves, squared/cubed numbers and number bonds is essential in becoming a confident mathematician and this is an area which we are having a large focus on this year through the introduction of the 99 club. Each pupil will work their way through different levels, which contain increasingly difficult mental recall objectives. Please support your children as much as possible at home with their current targets. Copies of all 99 club levels and instructions are on the link below.