At Horsendale Primary School, we deliver a ‘Mastery’ curriculum that develops a ‘deep, long-term, secure and adaptable understanding of the subject’. (NCETM)

The mathematics curriculum is delivered through ‘Five Big Ideas’:

• Coherence

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.

• Representation and Structure

Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation

• Mathematical Thinking

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

• Fluency

Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics

• Variation

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.

Structure of Maths

Maths is taught for an average of 60 minutes per day.  Key Stage 1 and 2 classes also engage in ’10 in 10’ arithmetic sessions, to encourage fluency of skills.

Planning

At Horsendale, our curriculum is led by a ‘Lesson Design’ approach that consists of five phases:  Reactivate, Teach, Facilitate, Model, Learning Together, Independent activity, Reflection.

We use the White Rose Maths overviews to structure our medium-term plans, giving details of the main teaching objectives for each term and the small, progressive steps to follow. They ensure an appropriate balance and distribution of work across each term that builds on skills in a progressive manner.  These documents also ensure that we deliver a curriculum that is grounded in fluency, problem-solving, reasoning, and mathematical talk.

Using the ‘Lesson Design’ approach, teachers use a range of resources to support the delivery of lessons.  These include, but not restricted to, interactive whiteboards, flipcharts, working walls, manipulatives and ICT resources.  When planning lessons, teachers include ‘Deeper Learning’ challenges and all possible opportunities.  

The Foundation Stage (Reception)

As in the rest of the school, we use the White Rose overviews to structure our planning.  We give all the children opportunity to develop their understanding of number, measurement, pattern, shape and space through varied activities that allow them to enjoy, explore, practise and talk confidently about mathematics.  The Foundation Stage also complete weekly notebooks or Powerpoints that follow the ‘Lesson Design’ template.

Times Tables

Times tables are an integral part of mathematics, and the rapid recall of tables facts enables pupils to become confident and fluent mathematicians. Therefore, times tables are a high-profile element of each year group’s curriculum. Times table practice takes place three times a week, with an additional ‘taught’ times table session.

The first statutory Multiplication Tables Check will take place in June 2022 for all Year 4 pupils. In that year group, regular online practice will take place and use of the DfE ‘Try it out’ area (open from April) will be used weekly.  This will help pupils to become familiar with the test format, as well as providing assessment data which will help the teacher to identify pupils who need further support and intervention.

*Expectations for times tables for each year group: