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‘Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.’ (National Curriculum 2014)

Intent

Through the curriculum we intend all pupils to

• become fluent in the fundamentals of mathematics
• reason mathematically
• solve problems by applying mathematical knowledge
• have access to a high- quality maths curriculum that is both challenging, rich in context and enjoyable.

• build upon children’s knowledge and understanding from Year 3 to Year 6.
• provide our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to enjoy greater depth in learning.
• help our children become confident mathematicians, who are not afraid to ask questions and to take risks.
• develop resilience that enables all children to reason and problem solve with increased confidence.

Implementation

• Planning: The curriculum is coherently planned and sequenced. A Concrete, Pictorial and Abstract approach is applied to lessons, supporting children to develop their understanding of mathematical processes. The teaching of Maths takes into account the entire class through rigorous planning and assessment. Retrieval activities are also used to revisit previous learning and ensure Maths skills are embedded.

• Challenge for all children: Pupils who grasp concepts rapidly are challenged through rich reasoning questions and problems. Whilst those who are not sufficiently fluent continue to consolidate their understanding through additional practice, focus groups and questioning.

• Fundamental maths skills are taught daily: key mathematical skills are recapped to support fluency in place value, the four operations and fractions.

• Resources: High quality resources are used in conjunction with White Rose Hub, such as NRich, Third Space Learning and NCETM to support, stretch and challenge all children within the classroom.  In addition, the school’s calculation policy is used to ensure a coherent approach to teaching the operations across the school. A range of reasoning resources are used to challenge all children, giving them the opportunity to apply their understanding in a variety of different contexts.

Impact

The impact of our curriculum is monitored through:

• Outcomes of KS2 tests
• Assessment and Questioning
• Pupil voice – questionnaires and sharing pupil's learning in books
• Lesson visits
• Engagement in enrichment activities

Multiplication at Brushwood

Children are expected to know all multiplication facts, up to 12 x 12 by the end of year 4, in order to take the national Multiplication Tables Check (MTC).Times tables are taught and tested in families, using the skills of doubling, halving and the commutative properties of multiplication i.e. 2 x 3 = 6, therefore, 3 x 2 = 6.

Year 3 will recap multiplication facts learnt in Year 2, reinforcing the 2, 5 and 10 times table. By the end of Year 3, children will have covered the 4, 8, 3 and 6 times tables.

Year 4 will build on this to reinforce the 3 and 6 times tables before moving on to the 12, 7, 9 and 11 times tables.

Times Tables Rockstars 

To support our children with practising their multiplications, we use ‘Times Tables Rockstars’ as an online and fun learning platform.  All children have individual usernames and passwords to allow them to access the website at home.