Maths Curriculum Intent

Mathematics is crucial in everyday life and, with this is mind, the purpose of Mathematics at Sunnyside Primary Academy is to develop an ability to solve problems, reason, think logically, work systematically and accurately. 

Achievement 

To give all our children the best opportunity to achieve concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to experience hands-on learning and allowing them to have clear models and images to aid their understanding. 

Perseverance 

Children reason mathematically and solve problems; through this we encourage perseverance and acceptance that struggle is often a necessary step in learning. Our children understand that to become fluent this takes regular practice and resilience. 

Responsibility 

Children are expected to take responsibility for their learning including number facts, through reflecting on their progress and identifying next steps using our Success Criteria.  

Aspiration 

All children are challenged and encouraged to have high aspirations in Maths regardless of their starting points. Mathematical talk and language is a critical part of learning and thus we have high aspirations for the vocabulary children use to share their understanding.  

 

Mathematics at Sunnyside Primary Academy 

We provide an exciting, relevant and challenging mathematics curriculum in line with the EYFS Framework and National Curriculum. Our mathematics curriculum is responsive to the needs of our children. We encourage children to take ownership of their learning and reflect on what they have learnt. We provide engaging opportunities, allowing children to develop fluency, reason mathematically and solve problems. 

It is essential that children develop a conceptual understanding of mathematics. Concepts are introduced through using a concrete, pictorial, abstract approach to develop conceptual understanding which will enable children to work with abstract concepts. Concrete is the ‘doing’ stage, using concrete objects to model problems (e.g. Base 10, Numicon). Pictorial is the ‘seeing’ stage, using representations of the objects to model problems (e.g. Bar Model). Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model problems, this is introduced when children are have a secure understanding of the ‘concrete’ and ‘pictorial.’ 

 

Fast Maths (Number Bonds and Times Tables) 

Automatic recall of number facts is an essential skill that is utilised across the mathematics curriculum and beyond. It enables children to become fluent with more demanding areas of the mathematics curriculum as they are not relying on counting procedures. This reduces cognitive overload. By the end of Year 4, children are expected to be able to recall and use multiplication facts and related division facts up to 12 x 12 (National Curriculum, 2014). Being able to recall times table facts and related division facts makes a huge difference to children’s application across the mathematics curriculum and beyond. 

 

At Sunnyside Primary Academy children engage in ‘Fast Maths’ to support their learning of number facts and times tables. Children have timed activities to develop rapid recall and love the rock music we use alongside it! They begin with number bond recall and progress to multiplication and division facts. Times Tables Rock Stars is used to support Fast Maths, which children also practise as part of their homework. 

 

Statutory Assessments 

At the end of Year 2, children complete end of Key Stage One Statutory Assessments (Arithmetic and Reasoning). In the summer term of Year 4, children complete a Multiplication Tables Check, for further information please see https://www.gov.uk/government/publications/multiplication-tables-check-information-for-parents In May, Year 6 children complete end of Key Stage Two Statutory Assessments (Arithmetic and Reasoning).  

Mrs Gosling
Mathematics Subject Leader

Feedback from one of our Maths Open Mornings –

“Having just spent an hour in school during the ‘maths morning’, I just wanted to say how great it was to be able to share in the children’s obvious enthusiasm and enjoyment of the problem-solving activities. Their abilities to collaborate and discuss their ideas and thought processes was impressive as was the fact that so many of them wanted to challenge themselves and so chose the ‘harder’ problems. Many thanks for providing this opportunity.”