Maths Curriculum

Intent

Entitlement: We want all pupils to enjoy learning and exploring mathematics, become confident mathematicians, who can use the skills that they learn in the next stage of the education and future employment, as well as developing an understanding of financial literacy. We deliver this through a carefully structured mastery approach to the subject.
 
Coherence: Taking the Statutory Framework for the EYFS and the National Curriculum as its starting points, our curriculum is carefully sequenced so that powerful knowledge builds term by term and year by year. We make meaningful connections within subjects and between subjects, such as science and geography
 
This is delivered using Maths No Problem in KS1 and 2 and following the EYFS Framework and Development Matters through the UL Maths Curriculum. 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.

Vocabulary: Pupils are expected to use a variety of mathematical language to explain their learning and to reason mathematically.

Mastery: We follow a mastery approach to the teaching of mathematics.

This approach focuses on the belief that all pupils can understand and do maths, given enough time. With good teaching, appropriate resources, and a ‘can do’ attitude, all children can enjoy and achieve in maths

A mastery approach ensures that procedural fluency and conceptual understanding are developed in tandem, as each support the development of the other. Pupils re-visit prior learning regularly and apply it in different contexts.

Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained. This results in the children being ready for the next stage in their learning and ensures that Year 6 have mastered the mathematics that they will need to confidently succeed when they move to Year 7.

Education with Character: Pupils are encouraged to persevere with learning that they might find difficult at first and learn that, with persistence and support from various scaffolds, they can succeed in mathematics. They experience guided practice to ensure that they have the skills necessary for successful independent work. 

Cultural Capital: Pupils learn about the importance of maths in different jobs during Aspiration Week and visitors are invited to speak to the children about maths in their jobs during assembly time. We participate in national and world maths days and learn about local mathematicians, such as Alan Turing.

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