Through our Maths curriculum we aim for all pupils to acquire a deep, long-term, secure and adaptable understanding of the subject. 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. Our teaching enables children to become fluent in the fundamentals of mathematics, develop conceptual understanding and the ability to recall and apply knowledge rapidly. Children are given opportunities to reason and problem solve by applying mathematics to a variety of increasingly complex problems.
- develop independence, thinking for themselves and taking responsibility for their own learning
- achieve a good level of numeracy and develop their ‘number sense,’ evaluating whether their answer is sensible and accurate
- develop an understanding of mathematical vocabulary and notation
- develop mathematical concepts in real life contexts
- make appropriate links with prior learning and have the confidence to apply the knowledge and experience they have gained to new mathematical tasks
- develop a logical approach to mathematics through problem solving and investigation and linking this with other areas of the curriculum.
- build resilience when solving problems
Our maths curriculum is carefully planned to ensure that links are made between the different units in the curriculum. We have adapted our long-term overviews, to ensure that learning prioritises revisiting previous learning, and builds upon new learning in such a way that allows children to 'overlearn' and therefore remember more. Our daily maths lessons builds upon fluency and allows for children to gain confidence through guided practice before completing independent work, which includes problem solving. As outlined in our calculation policy, new concepts are taught using concrete manipulatives and these are readily available until children are ready to move on to pictorial and then abstract.