Curriculum Intent statement Maths
Intent
At Manaccan School, our intent in Maths is for pupils to experience a high-quality maths education that provides a foundation for understanding the world and a genuine interest and curiosity about mathematics.
Our vision is that our pupils become confident and resilient learners of mathematics who can make mathematical connections both across the disciplines of the subject and in a wider, real world context.
We will provide learning opportunities which develop a secure and deep understanding of mathematical concepts through manageable steps.
Our mathematics curriculum will give students the opportunity to:
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become fluent in the fundamentals of mathematics, through varied and frequent practice
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build a wide mathematical vocabulary
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develop the ability to recall and apply knowledge rapidly and accurately
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develop the ability to apply this knowledge to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication
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reason mathematically by following a line of enquiry, identifying relationships and making generalisations
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develop an argument, justification or proof using mathematical language
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break down problems into a series of simpler steps and persevere in seeking solutions
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communicate, justify, argue and prove using mathematical vocabulary
We aim to exemplify our V.O.I.C.E. curriculum drivers through our mathematics curriculum by giving our pupils the opportunity to:
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Develop accurate and purposeful vocabulary
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Achieve age related outcomes throughout the school and at key assessment points
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Develop the integrity required to work collectively and collaboratively, supporting and celebrating other learners
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Communicate learning and understanding in different ways
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Develop enquiry skills to embed key skills and knowledge in rich, interesting mathematical contexts
Implementation
Our maths curriculum reflects the statutory requirements of the National Curriculum Orders for Mathematics. At the core of our curriculum is the ‘White Rose’ scheme which uses ‘small steps’ to break down teaching sequences into logical, sequential steps to secure understanding of concepts before moving on. The areas of learning are (NB not all year groups cover all areas):
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Number – including units on: place value, addition and subtraction, multiplication and division, fractions, ratio, algebra, decimals, percentages, negative numbers
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Geometry – including units on: properties of shape, position and direction
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Measurement -including units on: length and height, mass and volume, area, perimeter, money, time, temperature
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Statistics
These lessons happen daily throughout the school.
We believe in the importance of ‘the concrete to the pictorial to the abstract’ as a means to develop secure understanding of mathematical concepts. Pupils work through the use of concrete manipulatives building to varied representations and ending with abstract calculations and questions.
The scheme is supplemented with opportunities to undertake rich mathematical tasks to deepen understanding and apply mathematical skills and knowledge in different contexts.
We understand the value and importance of securing an early understanding of number and developing a set of core calculation skills to provide firm foundations for mathematical achievement. We are beginning to follow Number Sense programme in Early Years to enable pupils to develop a deep understanding of numbers to ten, relationships between them and patterns within them. This will be developed in KS 1 through the Number Facts Fluency programme which aims to secure confidence and flexibility with number and help pupils to achieve factual fluency in addition and subtraction.
KS 2 pupils have daily sessions to secure understanding of times tables facts and consolidate understanding of key skills and knowledge through Rapid Maths.
Impact
Our curriculum needs to meet the needs of our children, including our disadvantaged pupils and those with SEND, so we spend time looking at and evaluating how children are learning. Teachers assess pupil progress towards understanding of concepts and adapt learning sequences accordingly, providing consolidation where appropriate. This is achieved through talking to children, looking at their work, observing their learning experiences and analysing data and progress by year group, class, groups and individuals.
