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Maths in the Curriculum

 

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At Christ the King Primary, we recognise that mathematics is essential to everyday life, and necessary for most forms of employment. Our aim is to provide a solid foundation in mathematical understanding, positive habits of mind and a sense of curiosity and enjoyment in the subject and its application. Our vision is for our students not just to become efficient arithmeticians but also mathematicians We  follow the National Curriculum, which aims to develop:

  • fluency 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;
  • the ability to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language;
  •  the ability to problem solve 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.

In line with the expectations of the National Curriculum and a mastery approach, we believe that that the majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly, will be challenged through being presented with a variety of in- depth or novel problems rather than acceleration through new content.

To help pupils develop a thorough understanding of concepts, we aim to use concrete and pictorial representations alongside abstract number sentences and computation methods. Integral to our curriculum is problem solving and reasoning. Emphasis is also placed upon developing students’ mathematical vocabulary and presenting mathematical justification.

Students work in mixed ability classes, learning the curriculum content of their year group through a variety of engaging tasks and questions. Ongoing review of prior learning enables content to be revisited and embedded. An additional twenty minute fluency lesson is timetabled four times per week  to provide dedicated time to the intentional teaching of calculations, mental strategies and numbersense, including multiplication practice.

Teachers follow the White Rose long term plan and White Rose small steps guidance to develop varied fluency, problem solving and reasoning tasks.  Primary Stars materials, that link to the White Rose small steps are used in years 1 and 2.  Further resources include: Classroom Secrets, NRICH, NCETM, and ‘I See Reasoning and Problem Solving’ (Gareth Metcalfe).

At CTK we have recently become involved in the Mastering Numbers Project in conjunction with NCETM and the Wirral Maths Hub to develop numbersense in FS2-Y2, using the Rekenrek as a representation. Ten Frames, Numberlines, Part/ Whole models and Numicon are the main representations used across the school.

Online resources include Mathletics to reinforce and practise skills and concepts and TT Rockstars to practise multiplication.

Through directed lessons involving Mastering Number, small group work and activities in provision, the requirements of the educational programmes in the statutory framework for the Early Years Foundation Stage (EYFS 2021) will be addressed. We aim for children to  develop a strong grounding in number so that they have the building blocks for mathematical thinking. Rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures will be built in. At CTK it is important that young children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, and ‘have a go’

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