Mathematics is a creative and interconnected subject and has important applications in many different parts of our daily lives. We aim to create confident mathematicians, with a good understanding of the important mathematical concepts and an ability to make connections. We teach mathemaics through a range of concrete, pictorial and abstract methods that include fluency, reasoning and problem solving, with all in the class being taught the same learning objective at the same time. An understanding of number, including the relationship between numbers, computation, problem solving and data handling is developed alongside work on shape, space, measures and time.
Teachers use the White Rose scheme of work to provide all pupils with a coherently structured and sequenced mathematics curriculum. Quality first teaching, from passionate maths teachers, ensures that each lesson provides children with a focussed teaching input alongside time to apply their knowledge and skills independently. Lessons aim to teach and provide opportunities to develop children's mathematical fluency and their reasoning and problem solving skills.Teaching includes time for teacher-led new learning, peer and group puzzling and individual reflection.
Challenge is at the heart of new learning and we embrace the power of learning from making mistakes.We model and celebrate perseverance, building confidence to succeed. We acknowledge that speed is not a measure of understanding, whilst developing a fluent knowledge and recall of number facts together with a grasp of pattens in the number system in order to ensure fluency and accurate arithmatic. We use ICT software to support fluency and recall.
Children's conceptual understanding is developed through a systematic concrete-pictorial-abstract approach.Bar modelling is a specific technique used through out all classes to pictorially model for problem solving. All staff have received training in the use of bar modelling.
We measure impact through learning walks, talking to pupils, work scrutiny and formative and summative assessments.
We consider the essential characteristics of confident mathematicians are:
An understanding of the important concepts and an ability to make connections within mathematics.
A broad range of skills in using and applying mathematics.
Fluent knowledge and recall of number facts and number systems.
The ability to show initiative in solving problems in a wide range of contexts, including the new and unusual.
The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
The ability to embrace the value of learning from mistakes and false starts.
The ability to reason, generalise and make sense of solutions.
Fluency in performing written and mental calculations and mathematical techniques.
A wide range of mathematical vocabulary.
A commitment to and passion for the subject.