Mathematics at Choppington Primary School
At Choppington we have 3 main aims for our mathematics curriculum.
Pupils become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Pupils are able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.
Pupils can reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
At Choppington Primary, these skills are embedded within math lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of math in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the power of Mathematics.
Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.
These principles and features characterise this approach and show how our curriculum is implemented:
Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
The large majority of children progress through the curriculum content at the same pace.
Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
Teaching is underpinned by methodical curriculum design and supported by carefully designed lessons and resources to develop a deep conceptual and procedural knowledge.
Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.
To ensure whole consistency and progression, the school uses the premium resources available on the White Rose Maths website. We use this scheme as it allows us to support the aims of our curriculum, it is broken down into sequential sections, and ultimately it provides consistency of teaching across the Academy. Teachers are not completely bound by solely using these resources, teachers are encouraged to use a wide range of resources, this is to allow our staff to meet the needs of all pupils in the academy. We have an ongoing engagement with the DFE funded Maths Hubs programme (NCETM) and this helps us to ensure that staff at all levels understand the pedagogy of the approach.
In KS1, problems are almost always presented with objects (concrete manipulatives) for children to use. Manipulatives are used across the academy, allowing pupils to continue to build on the early concepted introduced in early years. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate.
The lesson will include a mix of teacher-led and student-led learning
More exploration of maths using concrete, pictorial and abstract representations, and not just pages in books
Fun and engaging activities and contexts
More opportunities to further extend and challenge learners to deepen understanding
Key Questioning throughout
Across Key Stage 2 we have introduced the use of Timestable Rockstars (TTRS) as a method to help to develop and deepen the knowledge of multiplication. TTRS allows children to practise their Times table knowledge through questions that evolve around their strengths and weaknesses, and also focus on division as well as multiplication knowledge.
The ultimate goal for our math curriculum, is that by the end of KS2 children are fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
Through our RESPECT Curriculum, our children are provided with rich and varied
opportunities to apply their mathematical knowledge. We believe that central to an ability to
select and apply skills effectively is the need for a clear understanding of core mathematical
One of the best things about the White Rose Maths Scheme is its adaptability. It can cater to children with different learning abilities and styles. The program comes with a range of resources, including worksheets, videos and interactive games to enhance learning outside the classroom.
The scheme follows the National Curriculum standards, ensuring your child is on track with their education. It also promotes problem-solving and critical thinking, which are essential skills for future success.