We have a vision of pupils developing a cumulative mastery of the essential knowledge and skills in mathematics. We focus on the four operations, knowledge of number bonds and multiplication and division facts. From the outset of their schooling children will be encouraged to learn number facts and as they move up the school solve word problems, to work efficiently and to become fascinated by the world of number. We will provide learning in all the areas of mathematics in a structured and progressive way whilst allowing for practical application and whilst gaining knowledge and skills. At regular intervals there will be an emphasis on using and applying mathematical knowledge and skills to real life situations and thematic topics.
We will develop a coherent scheme of learning which features:
- The use of concrete objects and pictures before moving to abstract symbols (numbers and signs).
- The use of a carefully sequenced, structured approach to introduce and reinforce mathematical vocabulary and frequent opportunities for pupils to explain or justify their mathematical reasoning.
- The emphasis of mathematical problem solving and the opportunity for pupils to explain or justify their mathematical thinking.
We want pupils to discover meaning in mathematics in order to lead to them having positive attitudes and increasing confidence as their skills and knowledge deepens. We think that the approach of the scheme to enable pupils to progress from the concrete to the pictorial to the abstract is vital for developing mathematical confidence and learning but also that the use of the concrete and pictorial is particularly important for learners for whom English is an additional language. Teaching to mastery means that pupils spend enough time on a topic in order to understand it thoroughly and will understand how it relates to concrete experiences.
We will supplement the scheme by regular mathematics challenges and competitions from the simple learning of multiplication tables to complex problem-solving exercises. Children and pupils of all ages will learn jingles, songs and games to have fun and learn at the same time. At regular, timetabled intervals each year group will work on, and present to others, a mathematical exercise where they use and apply the skills they have gained before. We will develop strong links with our Mulberry STEM Academy for the teaching of mathematics in STEM fields. We will enter competitions and reward schemes that celebrate numeracy, mathematics and the world of number, such as Primary Maths Challenge. For more advanced mathematicians we will challenge and support children to access higher level maths as part of the Key Stage 3 or GCSE curriculum.
To enhance cross-curricular links this will be developed from their current theme. For example, in Year 2 when pupils are working on a topic ‘Children’s games’ they will research the sort of board games children like best and produce tally charts and graphs, use their measuring and geometry skills to construct the board and numerical skills to devise the formula for winning or losing. In doing this project pupils will draw on a range of skills and knowledge in different subjects to complete the project, including oracy, to present the game and social skills to work as a team and persuade others it is a good game.
Mathematics will be accessed through the arts too with, for example, role play as mathematical innovators from the recent past and historical figures as well as understanding the role mathematics played in Britain’s recent past such as solving the enigma code in World War II.
We will involve parents in supporting their children at home through carefully planned homework and by classes to help them with their own mathematical development. As an aid to celebrating the diversity of the school we will acknowledge the work of early mathematicians from different cultures.