The intent, Implementation and Impact of our Curriculum –Mathematics
We intend for pupils to become fluent in the fundamentals of Mathematics; are able to reason mathematically and apply their knowledge and reasoning skills to problem solving.
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 inquiry, 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.’
We promote a maths curriculum that is creative and engaging. A curriculum which promotes the acquisition of maths skills which can be recalled quickly and fluently, transferred and applied to different contexts including other subject areas and the wider world. Our curriculum also promotes ‘deep thinking’ through making rich connections by exploration of their own ideas while applying skills and previous learning. Whilst promoting an understanding of the fundamental role of maths in understanding the world around us, we also intend for our pupils to develop a nature curiosity for the beauty of mathematics and its intrinsic value within our world both natural and man-made.
Not only is it our expectation that our pupils develop the skills of fluency, problem solving and reasoning set out in the national curriculum, we also aim for them to acquire a confident, courageous approach to their learning through the fostering of resilience and mutual support.
Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish and to become the very best version of themselves they can possibly be. We aim to provide enriched experience covering a broad and balanced mathematical curriculum including elements of number, calculation, geometry, measures and statistics.
We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. At Wold Newton, we have not chosen to follow one particular scheme rigidly but use a variety of resources as and when they suit the specific needs of our pupils. Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics. The large majority of children progress through the curriculum content at a similar pace. Differentiation is achieved by emphasizing deep knowledge and through individual support and intervention.
In key stage two, there is a greater focus on times tables and fluency of number that enables the children to apply their skills as they progress. As well as a cross curricular approach, we use maths programmes such as ‘Times Tables Rockstars’ and ‘Mathletics’ and regular counting/number sessions. As a result, our children are able to build on this fluency throughout the school.
We aim to ensure that all children move together through the learning in order to avoid gaps in understanding from forming. Long term gaps in learning are prevented through the accurate and timely assessment that leads to appropriate teacher intervention and pre-teaching. A balance of pace and consolidation is achieved by working closely with our pupils and being flexible in our approach. Those children who grasp concepts more quickly are given opportunities to deepen their knowledge and improve their reasoning skills rather than accelerating on to new curriculum content.
Assessment is carried out in several ways. Formative assessment takes place in every lesson and is an integral component to planning. Teachers utilise carefully crafted questions to assess and challenge our children. We carry out summative assessments at key points in the year within our school’s monitoring and evaluating cycle.
Due to our small cohort numbers and close attention to meaningful assessment, our children receive a tailored maths curriculum that supports and challenges their learning. Our key stage results demonstrate our ambitious approach to teaching mathematics works across the school. However, our ambition does not stop at key stage data and we believe that a quality maths curriculum should continually adapt to the needs of the children. We continue to build the blocks of reasoning and mastery across in all children and ensure that our curriculum is fit to prepare the children for the next stage in their education.