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Mathematics

 

Mathematics Curriculum Statement

At Caedmon Primary, we follow the National Curriculum for Mathematics.  We are committed to ensuring that children are able to recognise the importance of Mathematics in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy and be curious about Mathematics; to experience success in the subject; understand the importance of accuracy; develop the ability to reason mathematically; to use mathematical language with confidence and to apply their understanding systematically when problem solving.  Through developing pupils’ abilities in all areas of mathematics, we expect that every child can become a secure and competent mathematician.

At Caedmon Primary, we use the White Rose Maths programme as a basis for our mathematics teaching.  We have also visited other schools and consulted with the National Centre for Excellence in the Teaching of Mathematics (NCETM) to research best practice in the teaching of mathematics. As a result of our research, we have adopted the concrete, pictorial and abstract approach to teaching mathematics across school.  Pupils become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are taught in distinct domains, but planning ensures that the curriculum makes rich connections across mathematical ideas, particularly through data handling in science and other subjects. Pupils move through the programmes of study at broadly the same pace. In order that pupils achieve their full potential, they receive support and challenge through carefully scaffolded lessons. Children with SEND have specific targeted support according to individual and group need.

Each day, lessons begin with five minutes of learning times tables through the use of a counting stick and chanting/singing times tables.  Pupils then complete two electronic times tables tests through the week. We believe that being secure with times tables and basic skills ensures a child can become a confident mathematician.

Our times table sessions are then followed by an arithmetic session. In this time, teachers work with children to ensure they become fluent mathematically, securing the four operations and basic mathematical skills.

Following on from this, the children are given the opportunity to consolidate previously taught skills in a ‘Review’ session. This allows us to constantly review pupils’ learning so that they have the non-negotiable building blocks of mathematics securely stored in their long-term memory.

The children will then access new learning, rich and sophisticated reasoning problems or apply previously taught skills in a different context for the remainder of the lesson.

Impact of the Mathematics Curriculum

Pupils at Caedmon Primary School, leave Year 6 with confidence, fluency and understanding of mathematics. They have a range of independent strategies and transferrable skills and are able to take responsibility for their own learning, including monitoring and correcting their own errors.

The main source of impact can be seen in the quality and breadth of work seen in pupil’s books. We strive to raise the expectation of learners and the quality of work they produce from a curriculum which is designed to provide a depth and wealth of knowledge.

The impact of our curriculum can also be measured against the outcomes of all schools nationally at the end of each key stage. But, most importantly, by how effectively it helps our pupils develop into well-rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners.

 

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