Maths Vision Statement
Our aim is for all children to think mathematically, enabling them to reason, solve problems and assess risk in a range of contexts.
As a school, we follow the blocking sequence from the White Rose Maths Hub, to build children’s depth of understanding when teaching each mathematical skill. Our mathematics curriculum offers a broad range of experiences designed to provide pupils with the mathematical understanding, skills and knowledge needed to deal with everyday situations, learning in other areas of the curriculum and investigations within mathematics itself.
We believe that mathematics…
· is creative and enjoyable
· is a means of communicating information and ideas
· involves generalising about patterns and relationships
· should involve fluency to enable children to access concepts, make links, deepen understanding and achieve success.
· develops the skills of problem solving
· enables decision making, logical thinking and reasoning.
Through the mathematics curriculum, we will encourage and develop a mastery level of skills in mental calculation concepts, develop and reinforce problem-solving strategies, develop and maintain speed of recall and introduce, practice and understand a range of mathematics vocabulary.
At mastery level a pupil really understands a mathematical concept, idea or technique if he or she can..
· describe it in his or her own words
· explain it to someone else
· represent it in a variety of ways (e.g. using concrete materials, pictures and symbols – the Concrete, Pictorial and Abstract approach)
· make up his or her own examples of it
· see connections between it and other facts or ideas
· recognise it in new situations and contexts
· make use of it in various ways, including in new situations.
The key features of our Maths Mastery curriculum are…
· that we have high expectations for every child
· there are fewer topics and each topic is taught in a greater depth
· that place value comes first
· we focus on mathematical thinking and language
· we use resources to support
· that problem solving is central
· children calculate with confidence – understand why it works
We aim to…
· meet the current legal requirements of the Foundation Stage (FS) and the National Curriculum (NC).
· to foster positive attitudes, fascination and excitement of discovery through the teaching and learning of mathematical concepts.
· to ensure pupils become fluent in the fundamentals of mathematics, developing conceptual knowledge and an ability to recall and apply knowledge rapidly and accurately.
· to ensure that pupils cam reason mathematically and solve problems.
· for our children to develop a ‘can do’ attitude and perceive themselves as mathematicians.
· to broaden children’s knowledge and understanding of how mathematics is used in the wider world.
· for our children to use and understand mathematical language and recognise its importance as a language for communication and thinking.
As a school, we follow the blocking sequence from the White Rose Maths Hub, to build children’s depth of understanding when teaching each mathematical skill. Our mathematics curriculum offers a broad range of experiences designed to provide pupils with the mathematical understanding, skills and knowledge needed to deal with everyday situations, learning in other areas of the curriculum and investigations within mathematics itself.
We believe that mathematics…
· is creative and enjoyable
· is a means of communicating information and ideas
· involves generalising about patterns and relationships
· should involve fluency to enable children to access concepts, make links, deepen understanding and achieve success.
· develops the skills of problem solving
· enables decision making, logical thinking and reasoning.
Through the mathematics curriculum, we will encourage and develop a mastery level of skills in mental calculation concepts, develop and reinforce problem-solving strategies, develop and maintain speed of recall and introduce, practice and understand a range of mathematics vocabulary.
At mastery level a pupil really understands a mathematical concept, idea or technique if he or she can..
· describe it in his or her own words
· explain it to someone else
· represent it in a variety of ways (e.g. using concrete materials, pictures and symbols – the Concrete, Pictorial and Abstract approach)
· make up his or her own examples of it
· see connections between it and other facts or ideas
· recognise it in new situations and contexts
· make use of it in various ways, including in new situations.
The key features of our Maths Mastery curriculum are…
· that we have high expectations for every child
· there are fewer topics and each topic is taught in a greater depth
· that place value comes first
· we focus on mathematical thinking and language
· we use resources to support
· that problem solving is central
· children calculate with confidence – understand why it works
We aim to…
· meet the current legal requirements of the Foundation Stage (FS) and the National Curriculum (NC).
· to foster positive attitudes, fascination and excitement of discovery through the teaching and learning of mathematical concepts.
· to ensure pupils become fluent in the fundamentals of mathematics, developing conceptual knowledge and an ability to recall and apply knowledge rapidly and accurately.
· to ensure that pupils cam reason mathematically and solve problems.
· for our children to develop a ‘can do’ attitude and perceive themselves as mathematicians.
· to broaden children’s knowledge and understanding of how mathematics is used in the wider world.
· for our children to use and understand mathematical language and recognise its importance as a language for communication and thinking.
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