The Subject Leader for Mathematics is Mrs E. Edwards.
| At South Hiendley Primary School, it is our intention to build a Mathematics curriculum that develops children’s learning and enjoyment, and results in the acquisition of knowledge and skills so that pupils know more, remember more and understand more.
We aim to build a curriculum which enables our children to become competent mathematicians with the flexibility to apply their learning to varied real-life contexts through the acquisition of appropriate subject knowledge, skills and understanding in Number, Algebra, Ratio, Measurement, Geometry and Statistics, as set out in the National Curriculum. Our pupils will be given many opportunities to practise, recall and apply their skills when solving increasingly complex problems, and to develop their ability to articulate and discuss their thinking through mathematical talk by developing subject specific vocabulary. Ultimately, our intention is to enable all our children to be proud, positive and persistent in their maths learning, to prepare them for the next step in their mathematical education, and to support them in understanding how mathematics will be central in all aspects of their future lives. |
Mathematics is planned for using the EYFS Framework and the KS1 and KS2 National Curriculum. The statutory requirements are planned and delivered using the White Rose Maths Hub materials, supplemented by Deepening Understanding, NRich, NCETM, Times Tables RockStars, Numbots and Testbase resources.
All children are exposed to age related content relevant to their year group. The cumulative nature of the maths curriculum allows children to revisit and consolidate concepts and, therefore, deepen their understanding. The small steps for the current unit of work will be displayed on the Maths Working Wall in each classroom, which will also include models and scaffolds to support the children in working independently.
Mathematics is taught as a discrete subject in order to promote fluency but children are also provided with real-life problems so that they are made aware of the importance of mathematics in everyday life. They are also given opportunities to apply skills taught during maths lessons in the wider curriculum.
We ensure that teachers of the subject have excellent subject knowledge, and leadership supports the acquisition of this for ECT and non-specialist teachers. Subject matter is presented clearly, teachers carefully check learning and identify misconceptions, providing direct feedback. Teaching is designed to ensure children know more and remember more. Teachers deliver lessons which incorporate the three aims of the National Curriculum: fluency, reasoning and problem-solving. Fluency, which forms the basis of the curriculum, is further developed and enhanced through daily arithmetic skills sessions. This enables the children to embed key mathematical concepts which they can then apply in the wider curriculum.
The concrete, pictorial and abstract approach is used to develop conceptual understanding, and teachers make links to real-life contexts whenever possible in order to make the relevance of mathematics particularly clear to the pupils. Consistent use of maths vocabulary is taught and modelled by teachers and support staff to enable children to explain their mathematical thinking. Each lesson will begin with a focus on the relevant vocabulary and this will be displayed on the Maths Working Wall in each classroom and revisited every day.
Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child. The teaching of maths is also monitored through observations, learning walks and the monitoring of children’s work.
| Children will make at least good progress in Mathematics from their last point of statutory assessment, or from their starting point in Nursery.
Children will use their Mathematical knowledge and skills in all curriculum areas, to enable them to know more and remember more. Children will understand the importance of Mathematics in enabling them to access other areas of learning and operate successfully in everyday life. Children will have a positive and confident attitude towards Mathematics and demonstrate pride and persistence in their learning. |
