Maths

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Maths.

Everyone can be a mathematician.

An ambitious and challenging curriculum with aspirational goals to achieve

Children acquire the skills and knowledge to be able to apply their maths in real life context.

Applying maths to real life problems

Understanding how we use money

Understanding how money can help us and others

Co-operative nature of lessons with my turn, our turn, your turn facilitates a shared learning experience

Bank visits

Charity events

How do we teach? 

When our children leave Southgate Primary School they will be fluent in number and will be able to articulate their thoughts and reasoning. They will be able to apply their mathematical knowledge to a range of problems and they will enjoy mathematics.

They will confidently use a range of resources to work out problems, they will be able to explain and show how to solve a problem. They will understand that maths is about sometimes getting it wrong, learning from mistakes, using efficient strategies/methods and working it out, not just being the first to finish! They will be resilient mathematicians.

At Southgate, we use the GLF Maths Curriculum. The curriculum uses the NCETM mastery materials and is designed to ensure all children learn the underpinning mathematical concepts that will enable them to grow into confident mathematicians with transferable skills they can use across a range of contexts. Teachers use the NCETM spines to develop their own pedagogy and ensure that each microscopic learning objective is accompanied with slides that support the learning through varied representation, collaborative learning, stem sentences, rules and generalisations and effective questioning to deepen the understanding.

Lessons will follow the same structure across the school (KS1 and KS2):

1. Pre-assess - 4 questions linking to underpinning knowledge and potential misconceptions that will allow all children to access the learning

2. Main input

   1. Share microscopic LO with the children

   2. Generalisations and rules - written, orally rehearsed

   3. Ping pong style with lots of whiteboard work (my turn, our turn, your turn)

   4. Children and teacher collaborating 

   5. Tackle misconceptions

   6. Variation and representations

3. Show me what you know - fluency style questions 

4. Thinking Deeply - Reasoning and problem solving

5. Marking - live with children, sharing answers, refer back to LO

Why do we teach in this way? 

Southgate teaches this ambitious maths curriculum through the use of the NCETM professional development and mastery materials, the GLF maths curriculum is organised and structured in a manner that allows for microscopic learning objectives, an approach that sees each lesson building on the previous one in a sequential and logical way. Therefore, this design ensures all children learn the underpinning mathematical concepts that will enable them to grow into confident mathematicians with transferable skills they can use across a range of contexts. Teachers use the NCETM spines to develop their own pedagogy and ensure that each microscopic learning objective is accompanied with slides that support the learning through varied representation, collaborative learning, stem sentences, rules and generalisations and effective questioning to deepen the understanding.

How is this adapted for vulnerable learners and high attainers?

The GLF scheme sees pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time,

as happens in Shanghai and several other regions that teach maths successfully. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind. If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson. 

Within the lessons, the pre-assess element is crucial. This enables the teacher to assess the learners confidence and ability to answer four questions linking to underpinning knowledge that supports the microscopic learning objective. Therefore, any potential misconceptions that could arise can be addressed, thus allowing all children to access the learning.

The more able mathematicians are challenged in each lesson with purposeful questioning from the class teacher and the raised expectations on the verbal and written reasoning that they provide to support their understanding.