Mathematical Curriculum Statement
Intent
Our long term aim is that children leaving Highfields will have developed a lifelong love of mathematics. We want them to realise the purpose and understand the importance of mathematics in the wider world and how this knowledge and understanding will help them to succeed in their lives as adults. The habit of thinking like a mathematician is life enriching and one that we wish for our children to embrace.
We also want our children to become fluent in the use of mathematical procedures, be able to recall mathematical facts with accuracy and speed and be confident problem solvers. At each stage of learning, the children should be able to demonstrate they have ‘mastered’ a deep, conceptual understanding of the learning and as a result of this, they should also be able to reason mathematically.
We intend to do this by :
*developing a well sequenced, ambitious curriculum which enables the children to realise the connections between mathematical concepts.
*developing learners who have secure foundations in mathematical concepts, particularly those related to place value and number. Developing a real sense of number is vital and is a key priority at Highfields.
*providing our children with a variety of mathematical opportunities that are both challenging and fun.
*ensuring children are confident mathematicians who are prepared to take risks and have the stamina and perseverance to work through challenging tasks.
Implementation
Our implementation is developed through the secure understanding and consistent delivery of the curriculum content. Teaching staff receive good quality CPD on an annual basis and are regularly encouraged to reflect upon their own practice.
Threshold Concepts
These are the golden threads which run through the different topic areas of our mathematics schema. The threshold concepts in maths are;
• Number sense
• Fluency – the fluent recall of facts (or declarative knowledge)
• Problem Solving
• Reasoning
When pupils problem solve and reason at Highfields, they use a combination of declarative knowledge (facts), procedural knowledge (of methods and procedures) which builds overtime and develops conditional knowledge (knowing when to use and apply different strategies to more complex problem solving and reasoning tasks).
Pedagogical approaches
*The use of CPA (concrete, pictorial, abstract) methods are encouraged. All pupils, when introduced to a key new concept, should have the opportunity to build competency by following this approach. Pupils are encouraged to physically represent mathematical concepts. Adults and pupils use objects and pictures to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
Together, these elements help cement knowledge so pupils truly understand what they have learned.
Impact
As a result of Key learning objectives for each year group being identified and
through the use of effective and ongoing Assessment for Learning opportunities, teachers at Highfields can decide when a mathematical concept or skill has been mastered; whether 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.
We believe that every child (regardless of their starting points) should be given the chance to master the year group key learning objectives in mathematics. We endeavour to leave no child behind and encourage them to reach their potential or beyond. Teaching staff work hard to remove barriers and provide ongoing support where needed.
It is important to us at Highfields, that children leave us ready for the next stage in their education, having fostered a curiosity for numbers and a passion for learning in mathematics.
