Our mathematics curriculum has been designed to encourage curiosity and resilience. In mathematics, children are encouraged to become confident through having a secure grasp of number. This enables our to children to be fluent in the fundamentals of mathematics, reason mathematically and use their understanding to competently solve a range of problems.
• Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.
• To teach a rich, balanced and progressive curriculum using Maths to reason, problem solve and develop fluent conceptual understanding in each area.
• Mathematics is important in everyday life
• All children are challenged and encouraged to excel in Maths. New mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to
experience hands-on learning when discovering new mathematical topics, and allows them to have clear models and images to aid their understanding.
• Arithmetic and basic math skills are practised daily to ensure key mathematical concepts are embedded and children can recall this information to see the links between topics in Maths.
• We intend for all pupils 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.
• We intend for all pupils to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
• We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
• We intend to create a vocabulary rich environment, where talk for maths is a key learning tool for all pupils.
• Basic Maths skills are taught daily. Focusing on key mathematical skills including place value, the four operations and fractions.
• A range of reasoning resources are used to challenge all children and give them the opportunity to reason with their understanding.
• Lessons use a Concrete, Pictorial and Abstract approach to guide children through their understanding of mathematical processes.
• Where possible, links are made with other subjects across the curriculum.
• We focus on challenge questions, analysis of learning, extension work, mini plenaries and discussion with peers.
• Our resources allow us to better use models and images to support learning in each area. Children are familiar with these and able to access them independently where needed also supporting learning in different contexts.
• Mathematical vocabulary is explicitly taught within each year group – this is discussed with children who are encouraged to use it independently.
• Children are given opportunity to reason and solve problems regularly; learning is varied and allows for deep and secure understanding.
• Teachers develop fluency through practicing key skills, repeating, reinforcing and revising. Children are given time to practice and perfect their calculation strategies including giving pupils opportunity to make appropriate decisions when
estimating, calculating and evaluating the effectiveness of their chosen methods.
• Children work both collaboratively and independently solving problems, which require them to persevere and develop resilience.
• We implement our approach through high quality teaching delivering appropriately challenging work for all individuals.
• Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate
• Engaged children who are all challenged.
• Confident children who can all talk about Maths and their learning and the links between Mathematical topics.
• Lessons that use a variety of resources to support learning.
• Different representations of mathematical concepts.
• They have the skills to use methods independently and show resilience when tackling problems.
• To use maths inside and outside school across a range of subjects and contexts.
• They can understand the context in which maths is being taught and relate this to real life purposes.
• Children that talk enthusiastically about their maths lessons and speak about how they love learning about maths.
• They know about different ways that maths can be used to support their future potential.
• To foster an environment where Maths is fun and it is OK to be ‘wrong’ because the journey to finding an answer is most important.
• Children that have a growth mindset.
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