Curriculum Ambition: National
Our intent is to meet the requirements of the National Curriculum through a consistent and progressive approach to mathematical learning. It aims to ensure all pupils become fluent in the fundamentals of mathematics, so they have a conceptual understanding and can recall and apply their knowledge rapidly and accurately to problems; reason mathematically by following a line of enquiry and justify using mathematical language; solve problems by applying their mathematics by breaking down problems into a series of simpler steps and persevering in seeking solutions. It is our ambition that pupils make strong progress and achieve in line with national standards at the end of each phase.
Curriculum Ambition: School
Pupils will be taught using a ‘Maths Mastery’ philosophy, which is broadly based on a progressive Concrete, Pictorial and Abstract approach (CPA). This is a highly effective approach that develops a deep and sustainable understanding of maths in pupils. Concrete is the ‘doing’ stage, pictorial is the ‘seeing’ stage and abstract is the ‘symbolic’ stage, where children use abstract symbols to model problems. By systematically varying the apparatus and methods used to solve a problem, children can craft powerful mental connections between the CPA phases. When taught to master maths, children develop their mathematical fluency and are able to solve a variety of problems without having to memorise procedures. These highly valuable, transferable skills can be applied throughout the curriculum and enhance life-long learning.
Our Learners and Values
We believe that our children’s chances of succeeding in education and life, will be maximised if they develop a deep and lasting procedural and conceptual mathematical understanding. A high quality mathematical education provides a foundation for understanding the world, an ability to reason and a sense of enjoyment and curiosity. Children are taught to recognise and embrace the concept that there may be more than one method and possible solution to a problem. Pupils develop resilience and the ability to reason by being encouraged to discuss their learning, adapt their thinking and approach mathematical problems with the knowledge and confidence that they have a range of methods to apply. Our children’s learning in mathematics is underpinned by our fundamental values of Respect, Responsibility and Resilience, which are embedded throughout our Federation ethos.
We challenge our mathematicians to sustain their deeper thinking and apply their skills in a variety of problem solving and reasoning scenarios. Our Calculations Policy ensures consistency and progression in the methods and approaches taught across the Federation. Additionally, it enables teachers to recognise the mental and written strategies that pupils are taught within each stage, and supports them in identifying appropriate pictorial representations and concrete apparatus to help develop understanding. Children’s engagement is fostered through a range of teaching techniques, including independent, paired and small group work, which draws upon each child’s preferred learning style. Children are given written and verbal feedback throughout lessons to ensure that they are aware of their next steps. Literacy and oracy are developed through high order questioning, discussions, regular feedback and peer assessment.
Mathematics is a creative and highly inter-connected subject which is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. By following the National Curriculum and adapting this to the developments of Maths, we reflect the needs of our pupils as both individuals and members of society. Children are further supported through our links with the local community, education providers and the use of online Maths websites.
In particular, our learners need:
- To access an inclusive curriculum that meets the needs of all learners
- To make rapid progress in numeracy
- To learn to apply their numeracy skills through other subject like Science & Geography.
- To demonstrate pro-learning and pro-social attitudes to learning when working in pairs or groups
- Opportunities to apply and use their numeracy skills beyond the classroom