Bangabandhu

Mathematics at Bangabandhu

 What does the Mathematics Curriculum look like at Bangabandhu?

 

Intent

At Bangabandhu we use ‘Big Maths’, as we believe the programme supported by other materials and interventions helps our children to become effective mathematicians and raises whole school standards in Mathematics. As an inner London school, we serve a diverse community of learners and want all children to have the knowledge, skills and understanding to work with and manipulate numbers and learn within the wider maths curriculum with confidence.

 

Implementation

At Bangabandhu we have embedded structured lessons, based around the children understanding core number. A typical number lesson will consist of – Counting 5 minutes, Learn its (number facts) 5 minutes, Its Nothing New (connecting prior learning to future learning) 5 minutes, Calculation/Column Methods (retrieving previously taught strategies) before moving into the main objective. Thus, within a lesson, children are taught at least 5 different skills, straightforwardly identified from assessments, hence, appropriately challenging them and managing their cognitive load. Differentiation, is structured through the knowledge taught and/or the types of challenges; procedural methods to word problems, moving to mastery.  There is a clear progression of skills and knowledge taught,

Calculation expectations and progression in each year group, are based on age related expectations. From these age-related expectations our children have learning pitched appropriately, building their knowledge from previous learning. At Bangabandhu children are comfortable with new learning because they are continually building on previous knowledge, making connections because their learning is guided through the curriculum, as a result, new learning is doable and old learning sticks (is in the long-term memory). This is because at Bangabandhu, we have organised the curriculum content detail into small manageable steps for the children. If children have gaps in their learning then previous steps can be taught, to address misconceptions so they can confidently develop the skills in subsequent steps. Through these sequential steps all children are able to embed their understanding of mathematical concepts from the working memory to the long-term memory. Therefore, Bangabandhu children love maths because they are successful learners. 

At Bangabandhu, many of our Teaching Assistants do a daily learn its (number facts) intervention programme, so that our children don’t fall behind knowing the age-related number facts. We follow the very systematic schedule, which means all children are expected to (and most do) know all their times tables facts by the end of Year 4.  

 

Impact

Low stake weekly core number assessments (we call them CLIC) and wider maths assessments (we call them SAFE) allow us to track children’s progress. Senior leaders and class teachers can easily gain information about:

  • Learning gaps, what specifically children have and have not learned
  • Which pupils are on track in core number
  • % of pupils on track in each class in core number
  • Which pupils are on track understanding the objectives of the wider maths curriculum
  • % of pupils on track in each class, understanding the objectives of the wider curriculum
  • Progress children have made in core maths and wider assessments during the academic year. It is expected that children will become secure in 10 new skills a term.

 

This information is really useful as a basis for professional dialogue about:

  • Children not on track, why they are not on track and provisions that can be made for them
  • Children not making the necessary progress and which skills they need to develop to make the necessary progress.

 

From these conversations interventions are straightforwardly put into place, so that children have misconceptions and skills gaps addressed.

 

To summarise the intent, implementation and impact of the mathematics curriculum at Bangabandhu we:

  • Manage pupil’s cognitive load
  • Deliver a sequential curriculum covering National Curriculum expectations, embedding old learning and making new learning doable
  • Provide a consistent but exciting pedagogical approach to Mathematics, enabling confident learners.
  • Have a robust assessment system, which easily tracks the progress, attainment and next learning steps of cohorts and individuals.
  • Are transparent about the mathematical methods used in school.

 

Below is the curriculum map, our intent, broken into each year group (click to open link).

Year 1 Maths Curriculum 20/21

Year 2 Maths Curriculum 20/21

Year 3 Maths Curriculum 20/21

Year 4 Maths Curriculum 20/21

Year 5 Maths Curriculum 20/21

Year 6 Maths Curriculum 20/21

Expected Learning Journey

Learn Its Timings