Our intent is
Our maths curriculum therefore aims to develop children’s fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, including through additional practice, before moving on. At Edwalton this will take the form of immediate intervention with the teacher or a teaching assistant. This immediate intervention is made possible due to our AFL strategies (mentioned below).
Concrete, pictorial, abstract
Objects, pictures, words and numbers are used frequently alongside abstract maths symbols to ensure children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils have a conceptual understanding of what they’ve learnt.
All pupils, when introduced to a key new concept, will have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts or use visual representations such as the Bar Model.
AFL is a crucial tool for teachers to scaffold, support and identify children who might otherwise fall behind, as well as those who are excelling. At Edwalton we use coloured cups which the children display to indicate their understanding (red, amber, green). This is both discreet yet visual enough for teachers (or other children) to go directly to those who are struggling. The idea being that no one falls behind. Children will often work and mark together to raise confidence and to get immediate feedback from their learning.
· Quick recall of facts and procedures
· The flexibility and fluidity to move between different contexts and representations of mathematics
· The ability to recognise relationships and make connections in mathematics
For children to be confident and have a ‘love’ for maths which enables them to thrive in KS3 and in their lives
A mathematical concept or skill has been 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.