Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing 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.
At BGL, we intend on delivering a curriculum which:
· Is in line with the expectations in the National Curriculum 2014.
· Allows children to be a part of creative and engaging lessons that will give them a range of opportunities to explore mathematics following a mastery curriculum approach (Maths No Problem!)
· Gives each pupil a chance to believe in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.
· Recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order that children aspire and become successful in the next stages of their learning.
· Engages all children and entitles them to the same quality of teaching and learning opportunities, striving to achieve their potential and challenge them.
· Makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
· Provides equal opportunities for children to apply their mathematical knowledge to other subjects.
Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Year 6. We follow the National Curriculum and use the Maths No Problem! scheme from Year 1 to Year 6. The content and principles underpinning the maths curriculum that we follow reflect those found in high performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan and China.
We intend on implementing our curriculum in the following ways:
· The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.
· At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses.
· Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach incorporates using concrete objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.
· All children work on the objective at whatever entry stage they are assessed as being at. Children can acquire the skill, apply the skill or deepen the skill within the lesson, depending on their level of understanding.
· Children move through the different stages of their learning at their own pace.
· Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills through engaging challenges.
· Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.
· Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.
· Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles.
· A love of maths is encouraged throughout school via links with others subjects, applying an ever growing range of skills with growing independence.
· Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.
· Children have the opportunity to demonstrate their progress through appropriate assessments.
· Children have the opportunity to rapidly recall number bonds as well as multiplication and division facts through engaging platforms and time to practise.
· All children understand and appreciate the importance of maths within the wider world.
· All children are confident with mental arithmetic and demonstrate a quick recall of facts and calculation strategies, including the recollection of times tables.
· Children believe that they can achieve, having the confidence to try and solve tricky problems as well as the perseverance to continue when they find things difficult.
· All children reach their full potential, whilst working on the objectives for their year group.
· All children have the flexibility and fluidity to move between different contexts and representations of maths, having the chance to develop the ability to recognise relationships and make connections in maths lessons.
· Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
· Children show a high level of pride in the presentation and understanding of the work.