OUR KINGSTON MATHEMATICS CURRICULUM
WE ARE MATHEMATICIANS!
We believe that every child can master an understanding and love of maths with the right kind of teaching and support.
Mathematics Statement of Intent
We want our children to be ready to take on the world of mathematics by the time they leave Kingston. Through our well thought-out scheme of work we plan for our pupils to be confident mathematicians who have achieved fluency in all aspects of the curriculum. We have the highest expectations for every learner; we want our pupils to master maths rather than having only surface knowledge and skills in this subject. At Kingston we use the following definition of mastery:
A mathematical concept or skill has been mastered when, through exploration, clarification, practice and application over time a student can represent it in multiple ways. Mastery means that pupils can think mathematically with the concept so that they can independently apply it to a totally new problem in an unfamiliar situation.
Our teachers find out where pupils truly are on their maths journey and then ensure that everyone is ‘scooped up’ in a lesson and also challenged. At the core of our curriculum is the CONCRETE, PICTORIAL AND ABSTRACT approach to maths.
Concrete – children have the opportunity to use concrete objects to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
As our pupils progress, our intention is for them to be able to understand the world, have the ability to reason mathematically, have an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
Our philosophy is to enable each child to enjoy Mathematics and to appreciate its value in everyday life. We aim to foster a learning environment in which all pupils are provided with experiences that lead to a consistently high level of achievement in Mathematics. We believe that competence with calculations is essential, but that Mathematics is so much more!
Concrete, pictorial, abstract
Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.
All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Questioning Is a key part of our maths curriculum and pupils are asked to justify their answers in order to develop their mathematical thinking skills and vocabulary.
Repetition, retrieval and assessment
We know that for a piece of knowledge to go into a pupil’s long-term memory that it has to be repeated and taught several times throughout the year. ‘I say, you say’ activities are carried out regularly covering key mathematical facts and vocabulary. We also get our pupils to regularly retrieve information by completing mini quizzes frequently throughout lessons. We also usediagnostic questions(a multiple-choice question with one right answer and three incorrect answers which diagnose common misconceptions), same surface different structure questions and WHY U CARDS (what have you understood) to assess the knowledge and skills of our pupils and to encourage them to constantly retrieve key information. Weekly homework is set to practise and encourage retrieval of essential skills.
Vocabulary and knowledge organisers
We have knowledge organisers with key vocabulary listed on them for each main topic and year group. Vocabulary acquisition is a key part of our lessons and is displayed and referred to frequently.
As a school we took part in a research project to investigate the impact on learning of following the Singapore method of teaching mathematics. The results demonstrated that our pupils were coming through the school demonstrating an increased grasp of the fundamentals of mathematics. We therefore follow the Singapore method of teaching in all year groups. This approach is based on the premise that every child can master an understanding and love of maths with the right kind of teaching and support. It is a child-centred, problem solving approach that is both fun to learn and fun to teach! The cornerstones of the scheme are: the mastery approach; variation; concrete, pictorial, abstract approach and the Bar Method. In years one, two and three we use Maths No Problem workbooks and textbooks. The Maths No Problem series was evaluated by the DfE’s expert panel, which judged that it met the core criteria for a high-quality textbook to support teaching for mastery.
We use the White Rose scheme of work to teach mathematics in EYFS, years four, five and six. This scheme is inspired and informed by robust, world-class research and global maths experts. Our teachers use this scheme as the foundations upon which to build a solid scheme of work which they can adapt and add to in order to create a scheme bespoke to our pupils’ needs.
We know that to be fluent at arithmetic our pupils need to master their times tables up to 12 x 12. We use Times Tables Rock Stars, Maths Shed, Sum Dog and weekly homework to encourage our children to practise their tables and teach using concrete and pictorial representations to develop a true understanding of times tables.
EYFS Maths Knowledge Organisers and White Rose Maths Curriculum Overview
Year One Maths Knowledge Organisers and Singapore Maths Curriculum
Year Two Maths Knowledge Organiser and Singapore Maths Curriculum Overview
|Year two addition and subtraction knowledge organiser.pdf||Download|
|Year two mass, capacity and temperature knowledge organiser.pdf||Download|
|year two number and place value knowledge organiser.pdf||Download|
|year two position and direction knowledge organiser.pdf||Download|
|Year two Singapore Maths scheme of work.pdf||Download|
|Year two time knowledge organiser.pdf||Download|
Year Three Maths Knowledge Organiser and Singapore Maths Curriculum Overview
Year Four Maths Knowledge Organiser and Singapore Maths Curriculum Overview
|Year four addition and subtraction knowledge organiser.pdf||Download|
|Year four decimals knowledge organiser.pdf||Download|
|Year four number and place value knowledge organiser.pdf||Download|
|Year four position and direction knowledge organiser.pdf||Download|
|Year four properties of shape knowledge organiser.pdf||Download|
|Year four statistics knowledge organiser.pdf||Download|
|Year four time knowledge organiser.pdf||Download|
|Year four White Rose maths objectives for the whole year.pdf||Download|
Year Five Maths Knowledge Organiser and Singapore Maths Curriculum Overview
|Year five converting units knowledge organiser.pdf||Download|
|Year five decimals knowledge organiser.pdf||Download|
|Year five measurement and volume knowledge organiser.pdf||Download|
|Year five number and place value knowledge organiser.pdf||Download|
|Year five perimeter and area knowlegde organiser.pdf||Download|
|Year five position and direction knowledge organiser.pdf||Download|
|Year five properties of shape and angles knowlegde organiser.pdf||Download|
|Year five statistics knowledge organiser.pdf||Download|
|Year five White Rose maths objectives for the whole year .pdf||Download|
Year Six Maths Knowledge Organiser and Singapore Maths Curriculum Overview
|Year six four operations knowledge organisers.pdf||Download|
|Year six number and place value knowledge organiser.pdf||Download|
|Year six properties of shapes knowledge organiser.pdf||Download|
|Year six statistics knowledge organiser.pdf||Download|
|Year six White Rose maths objectives for the whole year.pdf||Download|
The impact of a Mastery approach to mathematics means that our pupils can quickly and easily manipulate numbers and apply their mathematical knowledge to a variety of problems and applications. They have good mental maths and arithmetic skills and have a solid grasp of the key vocabulary. They are not frightened of numbers and instead relish the challenge and sense of achievement they get from truly mastering mathematics. Our pupils are ready for the next stage of their mathematical journey.