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                  Mathematics at Parkview

The importance of Mathematics

 

Mathematics is about understanding and making connections between numbers, shapes and patterns. It is creative and has provided the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most 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.

 

INTENT

 

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 enquiry, 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.

 

At Parkview Primary School, our Maths curriculum aims to ensure that all children are fluent in the fundamentals of mathematics, can mathematically reason and solve problems by applying their maths skills. 

 

IMPLEMENTATION

 

Our curriculum programme of study:

Foundation Stage 

 

The programme of study for the Foundation stage is set out in the EYFS Framework. Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shape, spaces and measures. 

 

Key Stage 1 and 2 

 

The Programmes of study for mathematics are set out year by year for Key Stages 1 and 2 in the National Curriculum. The programmes of study are organised in a distinct sequence and structured into separate domains. Pupils should make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. 

 

Staff at Parkview follow the White Rose programmes of study. This is to ensure progression through year groups and within years and national curriculum coverage. It also ensures we develop mathematical fluency and reasoning and problem solving skills. We provide children with concrete, pictorial and abstract examples wherever possible to embed learning further.

 

Cross curricular 

 

Throughout the whole curriculum, opportunities to extend and promote Mathematics should be sought. Within every Science topic, children will also develop their mathematical skills. This will help children appreciate how to work scientifically but also practise discrete mathematical skills. Nevertheless the prime focus should be on ensuring mathematical progress delivered discretely or otherwise.

 

Teaching and Learning 

 

The approach to the teaching of mathematics within the school is based on:- 

 

• A mathematics lesson every day 

• A clear focus on direct, instructional teaching and interactive oral work with both the whole class and smaller ability groups. 

•Time to revisit, embed and recap on previous learnt content and basic skills                                                                                                                                                                                                                                           

The curriculum is delivered by class teachers. All work is differentiated in order to give appropriate levels of work. There is one form entry with each class teacher taking responsibility for their year. Planning is based upon the new National Curriculum and Programmes of Study from White Rose.

Class teachers are responsible for the relevant provision of their own classes and individually develop weekly plans which give details of learning objectives and appropriate differentiated activities. Although planned in advance, they are adjusted on a daily basis to better suit the arising needs of a class and individual pupils.

Class teachers will use the ‘Ready to Progress’ documents to support planning, classroom differentiation and individual target setting.

 

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