Maths Curriculum Vision
“Mathematics is not about numbers, equations, computations or algorithms: it is about understanding.” – William Paul Thurston
Purpose and Intent
Mathematics is important in everyday life and, with this is mind, the purpose of Mathematics at Radipole Primary School is to develop an ability to solve problems, to reason, to think logically and to work systematically and accurately. Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and many forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The National Curriculum for mathematics has 3 main aims:
Implementation and Realisation:
We believe that best practice in maths is to expose children to as many different representations, styles and examples of problems as possible to enable them to build links between areas of maths and confidently tackle new and unusual problems.
All year groups will complete the expectations set out for them in NC 2014, or the Early Years Framework 2021. KS1&2 primarily build upon the White Rose maths scheme. This mastery approach allows the whole class to progress together. See the “White Rose maths national curriculum progression.pdf” for an overview of progression through the school.
Teachers take White Rose as a starting point for medium term, weekly and daily lesson planning and may follow it entirely if suitable. However, they have access to a range of other resources to ensure that children get a breadth and depth of different styles.
Problem solving, reasoning, justifying problems are usually embedded in each lesson. All children in the class will undertake these sorts of activities; they are not extension or extra challenge activities reserved for the more able.
Activities may include things such as:
We follow a mastery approach to maths teaching. All children should progress through a mastery curriculum together and reach their age-related expectation at the end of the year.
There is daily practise of key knowledge that needs to be known to fluency. This is typically at the beginning of the maths lesson but may be at another time of the day.
Having a consistent and reliable written method for the four operators is essential; teachers follow the Progression of Skills documents for the agreed methods for their year group, and revisit the written methods each half term.
We believe in a ‘keep up, not catch up’ philosophy to maths interventions – all children should succeed in each lesson to the level that is expected of them (ie in relation to their prior level or target level).
Impact and Evaluation
As a result of our Maths teaching at Radipole, you will see children who make good progress from their own starting point (in EYFS or KS1). They should reach their age-related expectation; some children will show Greater Depth.
Children talk confidently and positively about maths, using appropriate vocabulary to explain their thinking and making links between Mathematical topics.