Our Maths Curriculum: Learning together, having fun
Statement of Intent
Our aim is that all pupils enjoy learning and exploring mathematics, so that they become confident mathematicians who develop a strong sense of curiosity with a clear understanding that prepares them for life beyond school. We want a curriculum that is accessible to all learners so that their full potential and academic achievement is maximised. We aim to achieve this through a carefully structured mastery approach which results in the acquisition of knowledge and skills so that all pupils know more, remember more and understand more.
We believe mathematics is an important part of pupils’ development throughout school, from the Early Years through to the end of Y6. Our intent is to deliver a curriculum which:
- Allows pupils to be a part of creative and engaging lessons that give them opportunities to explore mathematics following a mastery curriculum approach.
- Gives each pupil a chance to BELIEVE in themselves as mathematicians and develop the power of resilience and PERSEVERANCE when faced with mathematical challenges.
- Recognises that mathematics underpins much of our daily lives and is therefore of paramount importance.
- Pupils ASPIRE and become successful in the next stages of their learning.
- Engages all pupils and allows them quality teaching and learning opportunities, whilst striving to ACHIEVE their potential, as they belong to our school community.
- Makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
- Provides equal opportunities for pupils to apply their mathematical knowledge to other subjects (cross-curricular links).
- Is in line with the expectations in the National Curriculum 2014 and is delivered using White Rose and NCETM guidance.
At Redmile, we foster positive ‘can do’ attitudes and we promote the fact that ‘We can all do maths!’ We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems. At our school, the majority of children will be taught the content from their year group only. They will spend time becoming true masters of content, applying and being creative with new knowledge in multiple ways.
Pupils are taught through clear modelling (Concrete, Pictorial, Abstract) and have the opportunity to develop their knowledge and understanding of mathematical concepts.
During each lesson, pupils can ACQUIRE the skill, APPLY the skill and/or DEEPEN the skill. Pupils are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving a range of problems / puzzles. Developing and using precise mathematical vocabulary is a central part of their learning.
Children will make at least good progress in mathematics from their last point of statutory assessment or from their starting point in Reception. Children will use their maths knowledge and skills, in all curriculum areas, to enable them to know more, remember more and understand more.
Children will recognise the importance of maths as a facilitating subject to enable them to access other areas of learning and operate successfully is everyday life both now and in the future.
Our school has a supportive ethos and our approaches to teaching maths support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Success and achievement of all is recognised and celebrated as it is fundamental to our Christian ethos.
Through our summative assessment gap information, ongoing formative teaching judgements, tracking, marking, monitoring, moderation and pupil feedback we are able to support all learners to learn, apply, recall and fly!
Times Table Rock Stars Children have their own log-in details.
SATs Practice Links to past SATs papers.
Key Instant Recall Facts (KIRFs)
To help develop children's fluency in mathematics, we ask them to learn Key Instant Recall Facts each half term. Children should aim to practise their KIRFs at least three times a week.