Numeracy in our school is recognised and valued as an important component of a balanced curriculum, with its branches interwoven in other subjects.
The 2014 National Curriculum for mathematics aims to ensure that all pupils:
- Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasing complex problems over time, so that that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language.
- Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mastery in Maths
- When you know how to do it
- When it becomes automatic
- When you are really good at it
- You can show someone how to do it
- Learning is deep and sustained
- An ability to build on something already mastered
- An ability to reason about a concept and make connections
How do we teach to pupils master the maths curriculum at Perranporth School?
Our target is that all children can and will achieve mastery of the maths curriculum and in order to achieve this, our daily maths lesson have 4 elements: teach, learn, challenge, and understand. The first element is where we teach the main objective for the lesson i.e. what do we want the children to master by the end of the lesson using a variety of concepts, images, conjectures, missing numbers and active arguments around the key skill we are focusing on. Secondly, the children will attempt a task which is differentiated to learn and consolidate the teaching part of the lesson and may include further examples of those in the previous part of the lesson. After the children have attempted a task, the teacher will move their learning forwards again by providing a challenge at a deeper level or addressing any misconceptions the children may have. The final part of the lesson is where we ensure that the children understand the objective covered by discussing what learning has taken place either orally or in writing.
In addition to this we aim to:
- Focus on reasoning and problem solving
- Build concepts deeply over a period of time
- Use variety to build fluency
- Teach strategies to solve problems
- Ensure that children have procedural fluency and conceptual variation
Why teach numeracy?
- It is enjoyable
- It is used to analyse and communicate information
- It teaches children skills for life
- It is a valuable subject
- It is used in a variety of ways in cross curricular subjects
The aim of Numeracy at Perranporth Primary School is to develop a positive attitude to numeracy by presenting it as an enjoyable, interesting and attractive subject. We aim to develop children’s confidence in their own ability to understand and tackle mathematical questions. We want children to be able to develop their own ability to think clearly and logically with independence of thought and flexibility of mind.
We enable children to develop an understanding of mathematics through a process of enquiry, exploration and investigation. We make children aware of the uses of numeracy in everyday learning and in the world beyond the classroom and encourage persistence through sustained work in mathematics that requires perseverance over a period of time. Finally we aim to encourage children to express their mathematical ideas fluently and use its language confidently whilst appreciating that mathematics can be a creative activity involving imagination, intuition and discovery.
To provide a wide range of experiences and tasks appropriate to the needs of the children, thus allowing them to develop a variety of mathematical concepts. We strive to achieve our aims through combining four main areas of mathematical teaching (Communication, Creativity, Problem Solving and Pattern and Relationships) with four main areas of mathematical learning (Motivation, Individuality, Independence and Point and Purpose).
- All children in key stages one and two are taught maths on a daily basis using the White Rose program of study.
- In reception the Early Learning Goals are used to guide the numeracy teaching.
If you would like to find out more about the 2014 National Curriculum in England for mathematics please use this link. National curriculum in England: mathematics programmes of study
The 99 Club
In order to raise standards in mental maths, Year 6 have been trialing a scheme called the 99 club. This has proved to be a success and so far lots children have entered the 99 Club with a small few of these progressing beyond this and into the Bronze Club.
Due to this success, all pupils in years 1 – 6 are aiming to be members of the 99 Club by correctly answering 99 times table questions in 10 minutes! Not all children will be able to achieve this therefore there is a progression of clubs for children to start on. Children will begin on the club their class teacher feels is most appropriate for them from the 11 club up to the 99 Club. Each club is named after the number of questions that the entrance exam has and covers the follow areas which has a 10 minute time limit:
11 club – addition to 10
22 club – addition to 20
33 club – 2 and 10 times tables with addition up to 20
44 club – 2, 5 and 10 times tables with addition up to 20
55 club – 2, 3, 4, 5 and 10 times tables
66 club – 2. 3. 4. 5. 6 and 10 times tables
77 club – 2, 3, 4, 5, 6, 7 and 10 times tables
88 club – 2, 3, 4, 5, 6, 7, 8 and 10 times tables
99 club – 2, 3, 4, 5, 6, 7, 8, 9 and 10 times tables and related division questions
For each level, children will receive a certificate and, once membership to the 99 club has been achieved, they will have their photograph added to the “99 club hall of fame” which is located in the school hall.
When a child has entered the 99 club, they can try to achieve bronze, silver, gold and finally platinum status. Each stage will earn the child a certificate and a badge. These stages get progressively harder and less time is allowed for completion:
Bronze – 100 times table and related division questions up to the 12th multiple (4 minutes)
Silver – 100 times table and related division questions up to the 12th multiple (3 ½ minutes)
Gold – 100 times table and related division questions up to the 12th multiple including squaring and square roots (3 minutes)
Platinum – 100 multi step questions covering all four operations (+, -, x and ÷) to be completed in 2 ½ minutes
Good luck Perranporth School!