Mathematics is a creative and highly interconnected 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.
Provision maps clearly set out the knowledge and skills we wish for children to gain at each stage of their learning journey through years 1-6. These can be found on class pages.the define the key mathematical concepts children will cover each year and the order in which they will learn them. Our approach to sequencing for maths mastery and class overviews can be found here.
Objective maps strategically build upon prior learning by ensuring that all children recap and revisit previous year’s objectives to ensure security of earlier skills before moving forward. This ensures our curriculum is planned and sequenced to build upon prior learning.
· All teaching staff within our school use medium term planning (objective mapping) to ensure objectives and skills are sequenced accordingly to build upon the children’s prior learning and understanding. For more information, visit our sequencing information.
· Every lesson involves a deeper thinking element consisting of a reasoning and/or problem solving activity to promote mastery and mastery with greater depth.
· All staff within our school use a bank of deeper thinking questions, and useful sentence stems to use as a tool when planning and implementing deeper thinking questions into their lessons.
· Within our school, we ensure children are sufficiently challenged to further learning.
· Deeper thinking questions involve increasingly complex problems in new or unfamiliar contexts where the approach is not immediately obvious.
· Children are given the opportunity to be creative mathematicians and take ownership over their learning where appropriate (for example through designing their own examples of problems).
· All teaching staff understand how and when to use manipulatives to enable the children to explore abstract concepts practically.
Pictorial representations such as bar models and part part whole diagrams are used regularly and in various ways to both support and challenge learners.
Through our maths curriculum:
· Pupils will gain skills that are transferrable to other subjects.
· Reasoning and problem solving forms part of all children’s daily maths practise.
Teacher assessment and Assessment points are carried out half termly to monitor progress over the course of the year.
The end points that we wish for our children to reach when they leave primary school in mathematics are:
· For children to have a real sense of number and confidence when calculating mentally.
· To be able to recall key facts fluently and to use these to help them in later life.
· For the children to become responsible and driven learners, who seize opportunities for development.
· To be confident and articulate when commenting, reasoning and/or explaining (we ensure we use mathematical language and reasoning throughout our primary curriculum to promote this).
· To be able to demonstrate and resilience when faced with challenge/problems, and to carry this skill with them into secondary school and later life.
· To be able to apply skills they have learned when faced with something new and unfamiliar.
· To have sound, secure knowledge of mathematical vocabulary and to use this confidently aloud and in writing.
· To provide children with a mathematical skillset that they will be able to draw upon and apply to further their life chances.
The national curriculum for mathematics aims to ensure that all pupils:
· 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.
· reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
· can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.