Intent for KS1 to KS4

At Iceni Academy we aim to celebrate, promote and enjoy mathematics. We want all our children to value and appreciate their mathematical learning, whether they are competitive or intrinsic thinkers, striving to complete their next step, trying for a personal best, or simply enjoying learning a new method or mathematical concept.

To help children to achieve this we intend to:

  • foster an enthusiasm for mathematics by providing a whole school environment where we are all excited about maths.
  • provide a resourceful and engaging curriculum integrating it as much as possible into our creative topic based learning.
  • offer correctly adapted challenges each lesson to enable every child to progress and succeed.
  • offer Mastery or Greater Depth challenges.
  • offer lots of motivation to succeed with rewards, assessments and personal goals.
  • make maths resources available for children to practise at home
  • include maths into each half-term’s homework schedule.
By the end of EYFS:
Count objects, actions and sounds
Subitise
Link the number symbol with the cardinal number value
Count beyond 10
Compare numbers
Understand the one more than and one less than relationship with consecutive numbers
 

Explore the composition of numbers to 10

 

Automatically recall number bonds 0 to 10
Select, rotate and manipulate shapes in order to develop spatial reasoning skills
Compose and decompose shapes
Continue, copy and create repeating patterns
Compare length, weight and capacity

By the end of KS1 pupils should be able to:

  • Compare and order numbers up to 100 and use < > = .
  • Read and write all numbers to 100 in digits and words.
  • Say 10 more / less than any number to 100.
  • Count in steps of 2, 3 and 5 from zero and in 10s from any number

(forwards and backwards).

  • Recall and use multiplication and division facts for 2, 5 and 10 tables.
  • Recall and use + / – facts to 20.
  • Derive and use related facts to 100.
  • Recognise place value of any 2-digit number.
  • Add and subtract:
    • 2-digit numbers and ones;
    • 2-digit numbers and tens;
    • Two 2-digit numbers;
    • Three 1-digit numbers.
  • Recognise and use inverse (+ /-).
  • Calculate and write multiplication and division calculations using multiplication tables.
  • Recognise, find, name and write 1/3; 1/4; 2/4; 3/4.
  • Write and recognise equivalence of simple fractions.
  • Tell time to five minutes, including quarter past / quarter to.

By the end of KS2 pupils should be able to:

  • Use negative numbers in context and calculate intervals across zero.
  • Compare and order numbers up to 10,000,000.
  • Identify common factors, common multiples and prime numbers.
  • Round any whole number to a required degree of accuracy.
  • Identify the value of each digit to 3 decimal places.
  • Use knowledge of order of operations to carry out calculations involving four operations.
  • Multiply: 4-digit by 2-digit.
  • Divide 4-digit by2-digit.
  • Add and subtract fractions with different denominators and mixed numbers.
  • Multiply simple pairs of proper fractions, writing the answer in the simplest form.
  • Divide proper fractions by whole numbers.
  • Calculate % of whole numbers.

By the end of KS3:

The curriculum at KS3 is designed to deepen and secure pupils’ understanding and confidence when working with number and calculations.  The concepts of shape and space are explored, as are the rules that underpin angles and 3D shapes.  Generality is introduced by basic algebra, where pupils become proficient in the notation of algebra, before exploring substitution, simplification and solving of equations.  Sequences, graphs and transformations are also introduced as the representation of algebraic expressions.

Through Key Stage 3 pupils develop knowledge that is relevant to the GCSE course and they develop a solid foundation for the skills required for the GCSE exams. Work completed as part of small groups or independently in the lower years creates an ethos among pupils of independent and supportive responsible learners. Pupils also work on developing their analytical skills and becoming more confident and competent in applying mathematics in other disciplines, which in turn supports their mathematical study at KS4.

 

By the end of KS4:

Our Key Stage 4 Mathematics curriculum is designed to build upon skills learnt at Key Stage 3. The curriculum is built upon the Edexcel GCSE Mathematics (9-1) specification which is the examination board used at KS4. There are two tiers of entry available to pupils:  a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9) where there is some overlap to allow students to move between tiers where appropriate. The aims and objectives of this qualification are to enable pupils to develop and extend their knowledge gained in Key Stage 3 in Number, Algebra, Geometry and Measures, Ratio and Proportion, and Probability and Statistics. During KS4 we aim to improve the depth and breadth of pupil understanding, including knowledge of mathematics linked to real-life applications. This fosters a supportive bridge for a large proportion of pupils to pursue Mathematics at A-level and beyond. Pupils will adopt and apply the knowledge confidently in other subjects such as Science -this is embedded within our schemes of work as Mathematics is not an isolated discipline. The design of the curriculum encourages pupils to be more experienced in working systematically and solving complex, multistep mathematical problems through critical and analytical methods. It also urges students to develop and significantly improve their skills to communicate their findings and correct solutions in clear and sophisticated mathematical language.

Implementation

Mathematics is planned and delivered by class teachers following the long term plan, using the National Curriculum for Mathematics 2014 and the Early Learning Goals in EYFS.

Teachers ensure that:

  • a minimum of 1 hour per day is dedicated to maths
  • maths sessions are organised and planned specifically for the intended class/children
  • sessions follow the long term plan as much as possible, although it is recognised that on occasion it may be necessary to repeat or continue with a maths topic in order for success
  • teachers include a variety of fluency, reasoning and problem solving skills
  • in addition to the daily lesson, 20 minutes a day is devoted to ‘magic maths’, which is a session for teachers to:
    • re-focus on methods and techniques to help mathematical fluency
    • practise times tables
    • participate in the RAINBOW and 99 Clubs
    • arithmetic practise papers (KS2)
    • whole class problem solving
  • at the end of each unit of work, children complete a prove it (labelled on the objective slip or copied onto green paper) to prove their independent understanding
  • for those that require it, appropriate intervention sessions are run; i.e. Rising Stars Maths; Max’s Marvellous Maths; Plus One; Power of Two
  • teaching assistants are deployed based in the needs of the class, working with groups, individual children or interventions
  • we celebrate achievements with the daily WAGOLL (what a good one looks like) and the weekly maths star badge given in assembly
  • team points are given out for full marks (or close to full marks) in mini-tests and quizzes.
  • alongside all of this TT Rock Stars and Mathletics is offered both at home and in school (some children choosing play these in their self-learning or golden time)

Impact

This is evidenced with the work children do in their books; alongside the progress recorded in teacher assessments.  Although for the little mathematical extras we squeeze into each week; evidence from pupil interviews and teacher feedback is also extremely important.

For example for February 2020:

  • TT Rock Stars has already shown an impact since implementing it in January 2020. Children are progressing though the 99 club more confidently and teachers are noticing an increased enthusiasm (KS2) for times tables.  Nine children in one week in February went up to the next 99 Club test in Oak class.
  • Sending maths as homework has had an impact in Beech Class. Children are becoming more fluent with arithmetic tasks using all four operations and happy to try harder challenges.
  • We are very proud that there are 3 or 4 children ready to start the RAINBOW club in Acorn Class.
  • The pictorial format of the calculations policy makes it easy for quick reference for teachers and is accessible enough to send home to explain to parents how written methods are taught and developed through the year groups.
  • Pupil interviews have proved that motivational systems in place in school (maths star in assembly, team points on 99 club and arithmetic achievements) inspire children to do well in their quizzes and tests.
  • In years three and four, using magic maths time to practise times tables has encouraged children to learn their times tables. We will be able to measure the impact of this when year four take their MTC tests in June.