‘Pure mathematics is, in its way, the poetry of logical ideas.’ Albert Einstein
The aims of the national curriculum set out that all pupils become fluent in the fundamentals of mathematics, are able to reason mathematically and can apply this knowledge to solve problems. At Fremington, these skills are embedded within our Maths lessons in a creative and engaging way. We want our children to enjoy their Maths lessons and experience many successes in the subject. We understand the importance of ensuring that children recognise the importance of Maths in the wider world and is essential in everyday life.
Our Maths Curriculum
For our Maths curriculum at Fremington, we follow the Curriculum Prioritisation by the NCETM ( The National Centre for Excellence in Teaching Mathematics)
This resource provides coherent sequencing for the primary maths curriculum. It draws together the DfE guidance on curriculum prioritisation linked to Covid Recovery, with the high quality professional development and classroom resources provided by the NCETM Primary Mastery PD materials.
The document at the top of this page outlines our Maths progression in each strand and for all year groups linked to this Ready to Progress Guidance.
In the gallery below, you will find more detail on each year groups curriculum in Mathematics at our school.
Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.
The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.
Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material.
A central component in the NCETM/Maths Hubs programmes to develop Mastery Specialists has been discussion of Five Big Ideas, drawn from research evidence, underpinning teaching for mastery.
Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.
Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation
If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others
Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics
Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.
A key part of our Maths lessons here at Fremington is "Number Talk." This is a 5-15 minute classroom conversation around purposefully crafted computation problems that are solved mentally. These are designed and structured in a way to support children with the efficiency of solving these mentally, in a supportive environment where children learn from each other.
How does it work?
Above is an example of a Number Talk lesson from Year 3. This number talk supports the efficient method of children splitting 2 digit numbers up into its place value parts, such as 30+ 20 = 50, 6 + 2 = 8. The 2 totals are put together to make 50 + 8 = 58.
The first question appears and the children attempt to solve this mentally and if they have an answer they place their thumb on their chest. All answers are taken and children are then asked to explain how they solved this mentally. The teacher models their explanation with a visual representation. The teacher supports the children to use an efficient strategy - when they learn these the children feel as though they are finding out the 'secrets' of the children who can work these out so quickly. The children work through 4 question in each session, and each efficient method has multiple slides of increasing difficulty for the children to work through as a class.
Another part of our Maths lessons is the use of Fluency Games designed by a "Primary Mathematics Teacher Research Group in Camden, London". These fluency games support our children to have a combined conceptual understanding with an ability to recall accurately and rapidly.
They concluded that children who are truly fluent don't just know the core facts, they also knew what these unlocked, how to use and apply them and could articulate what they were doing. The games are a bank of non-written contexts which demand all children talked and reasoned number whilst supporting the least able. They understood that the least confident mathematicians participated better in:
- short, recognisable tasks
- tasks allowing the chance to talk before answering
- tasks which didn't have one right answer and thus more chance to particpate and succeed
At our school, these happen daily. Some of our favourites are: Bingo, Bango, Bongo, Guess my Set, Would you rather, give me a silly suggestion to the answer to... and Odd one out.