At Bradford Academy we see Maths very much as a cross curricular, interconnected subject which should encourage creativity. We want the children to see Maths as being relevant to their world and applicable to everyday life as well as being something that they will need as they move on through their school life and ultimately to the world of employment. To that end, a high-quality, inter-related and creative Maths experience should be one that develops the children’s ability to think mathematically and one which allows them to apply the tools to which they have been exposed in a variety of ways.
Following the introduction of the new National Curriculum in 2014 the emphasis has been to ensure that all children:
REASON and EXPLAIN mathematically
Can SOLVE PROBLEMS
There are to be five maths LESSONS a week. From Monday to Thursday the daily lesson follows the
3-2-1 structure. This is to ensure that there are three calculations, two using
and applying and one reasoning question in every lesson. The 3-2-1 structure
can be applied in various ways e.g. the reasoning question could be done as
plenary altogether, as a starter or with the child working in a group or
independently. The fifth lesson
is to have a focus upon investigation/problem solving.
Children are grouped in ability for these sessions and are based around a book.
Each strand follows the diagram below.
there are five fifteen minute lessons
called ‘blowing it open’. This is to ensure a focus on mental arithmetic. To
support mental arithmetic (specifically multiplication facts) we use Times
Children are fluent in formal methods for calculation
Children can recall multiplication and division facts
Children can mentally add and subtract numbers
appropriate for their age range
Children can reason and problem solve using a range of
become fluent in the fundamentals of mathematics, including through
varied and frequent practice with increasingly complex problems over
time, so that 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, and developing an argument,
justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of
routine and non-routine problems with increasing sophistication,
including breaking down problems into a series of simpler steps and
persevering in seeking solutions.
At Bradford Academy we ensure that children are regularly exposed to
opportunities involving increasingly complex problem solving which
allows them to apply their Maths knowledge. In doing so they are be
encouraged to develop an argument and line of enquiry which they can
prove and justify using mathematical vocabulary. This includes the
ability to break down problems, both routine and non-routine, into a
series of steps.
Policy and Assessment
assessments will take place on a termly basis. Teachers are also
required to update pupil assessment trackers on frog throughout the
Pupil progress is discussed with parents I carers at Parents Evenings throughout the year, Termly Report Cards and the End of Year Report.
Year 2 and Year 6 SATs results will be analysed and appropriate
measures will be taken to address any issues that may have arisen. Each
teacher will also be given feedback on their class performance and a
summary of results is passed on to the next teacher so an initial
picture of the classes’ strengths and weaknesses can be identified.
All children will take a Times Table test weekly using the Times
Table Rockstar paper tests. These will be marked by the teacher and used
to inform the mini maths lessons and future planning.
Children are actively encouraged to be involved in marking, either
through self or peer marking. Marking should also take account of the
required learning outcomes. Teachers should ensure their marking is kept
up-to-date to ensure that pupils get feedback promptly on the work they
have done. This marking should also make clear the pupil’s next steps
in their Mathematics learning. The children should also respond to the
teacher’s comments in their marking in purple pen, to show an open
dialogue to help improve and move learning on.
There should be at least one close the gap task a week per child, even more tasks if they are required.
Staff are well trained and regularly monitor children’s progress to ensure that they are engaged in activities that develop their skills and help them grow in confidence. Staff provide many and varied opportunities for children to develop their speech through careful questioning and a range of interesting activities. Children are safe and happy and play well together.