Maths
The children can login to do their weekly big maths assessments here https://app.bigmaths.com/login.
- We amaze by recalling prior learning through our CLIC, SAFE and Learn it challenges and during our wider maths.
- We achieve by gaining in self-confidence to answer mathematical questions and to apply our learning across different concepts.
- We aspire to give every child the skills and the experiences to become confident mathematicians with the ability to problem solve.
How do we Amaze Achieve Aspire in Maths?
- We amaze by recalling prior learning through our CLIC, SAFE and Learn it challenges and during our wider maths.
- We achieve by gaining in self-confidence to answer mathematical questions and to apply our learning across different concepts.
- We aspire to give every child the skills and the experiences to become confident mathematicians with the ability to problem solve.
Curriculum Intent
At Harworth Church of England Academy out maths curriculum provides opportunities for children to understand the basic concepts of mathematics before applying them to a range of different problems. At our school we used the Big Maths scheme, this allows the children to retain and develop their skills through regular repetition whilst also learning new skills every day. The weekly challenges aim to make the children feel proud of themselves and achieve in the subject. Open ended activities including the nrich website will be used regularly to encourage talk and application of different skills.
Christian Values
We gain a heart of wisdom in every lesson every day. Mathematics encourages children to work together to achieve a shared goal, to celebrate each other’s successes and to develop the skills to engage in our diverse world.
What do we want for our children in this subject?
At Harworth Church of England Academy our aim is for every children to become confident mathematicians who can solve questions accurately and at speed. We then want them to be able to show confidence when applying these skills to different types of problems.
How do we cater for SEND and Disadvantage?
We ensure that all children are fully involved are fully involved in all maths lessons. Extra CLIC practise will be used to help all of the children to access the full curriculum with the aim of raising the standard of their maths to that of the other children.
Harworth Church of England Academy
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. (National Curriculum 2014).
At Harworth Church of England Academy, we aim to help all pupils to reach their full potential in mathematics by increasing their knowledge and understanding so that pupils learn to understand and apply their knowledge to solve real life problems.
Aims and objectives:
- to meet the statutory requirements of the New National Curriculum 2014
- to develop positive attitudes towards mathematics and life- long learning
- to embed a consistent approach to the teaching of mathematics
- to develop competence and confidence in mathematical knowledge, concepts and skills
- to develop the ability to think logically and solve problems
- use the ‘language’ of maths
- to develop the ability to use and apply mathematics across the curriculum and in real life To stimulate interest in the subject, to be aware of the fascination of mathematics and to encourage the study of it for its own sake.
- to become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down.
- to give pupils the attitude, skills and adaptability needed to apply their mathematics in situations across the curriculum and in their everyday lives.
Big Maths
This is our new approach to teaching maths. The children can login to do their weekly tests here https://app.bigmaths.com/login.
Big Maths is an approach to teaching number that aims to ensure that children are confident with number as they progress through school. It provides a rigorous and progressive structure and enables children to fully embed key skills and mathematical facts through fun and engaging lessons. It is based on 4 key elements which make up each maths lesson: CLIC.
Daily Maths Lesson
Each daily maths lesson begins with a CLIC session:
Counting: Children learn to count forwards and backwards (progressing from whole numbers to ten through to counting in decimals and fractions) and to ‘count on’ from any number).
Learn Its: Recalling basic number facts including all four operations (addition, subtraction, multiplication and division)
It’s Nothing New: Children apply what they have learned to acquire new skills in a simple manner.
E.g. if they know 4 + 3 = 7, then ‘its nothing new’ to learn that 4p + 3p = 7p.
Calculation: Children use and apply facts and knowledge from CLIC to all four operation calculation methods (addition, subtraction, multiplication and division).
Big Maths Assessment
As well as tracking children’s knowledge and understanding using their position on the Progress Drives, once a week the children sit two quick and easy Big Maths tests. These are used as assessment tools that allow teachers to see exactly what the children know and what they don’t know (these can also be accessed online). They also provide children with a fun and motivational way to track their own progress and set their own targets for numeracy. Both tests begin with fun, catchy jingles that enthuse and engage the children.
The CLIC test: The CLIC test is a set of 10 questions involving number.
E.g. The four operations, doubling/halving, multiplying by 10/100, using decimals. Each child works on a CLIC test of a level appropriate to them and when they have achieved full marks for three consecutive weeks will move on to a higher level test, regardless of age or year group.
The Big Maths Beat That test (BMBT): The BMBT test is based on the children’s weekly Learn Its. It is a timed test where the children are constantly challenged to increase their own score (literally…”Beat That!”, where ‘that’ is their best ever score).
Big Maths Characters
Many of the It’s Nothing New concepts are introduced and taught using fun and interactive characters. This has proved to be a very powerful tool as the characters and the mathematical language that is associated with them is used consistently through the school and constantly referred to by both children and staff.
Each character helps children to learn and remember key principles that can be applied across a range of topics and difficulty.
E.g. Pim helps children make links between 3 + 4 = 7, 30 + 40 = 70, £30 + £40 = £70 and 0.03 + 0.04 = 0.07.
Nrich - Investigating maths
The children are involved in a maths investigation either using the Nrich website or a similar style problem set by the class teacher. Please click below to find some wonderful rich activities to try with your child at home.
Useful websites
Interactive maths games on ICT games Maths games for 3-5 year olds https://ttrockstars.com/
Maths games for 5-7 year olds Maths games for 7 - 11 year olds Hundred square splat
Key Stage 1 BBC Bite size maths Key Stage 2 BBC Bite size maths https://play.numbots.com/#/intro
EYFS - See EYFS page under the curriculum tabs.
