‘Everyone Equal Everyone Happy’
The Subject Leader for Mathematics is Mrs H Reed.
Mathematics Statement of Intent
The intent of our mathematics curriculum is to ensure that every child enjoys mathematics and becomes an enthusiastic mathematician by developing their skills, knowledge and understanding through practical experiences that have relevance and purpose in everyday situations. It is important that children develop the skills of numeracy to become lifelong learners. They should be able to apply these skills in different situations across the curriculum and in daily living outside school.
We want every child to make connections across mathematical concepts in order to develop their fluency, reasoning and problem solving skills, and to be able to apply their mathematical knowledge in other curriculum areas. We want to develop a numerate environment where mathematical risk-taking, creativity and logical thought are encouraged in order to develop independent learners. It is essential that they understand its importance in being able to function effectively in everyday life, including carrying out employment and dealing with financial matters.
Aims of Mathematics at South Hiendley Primary School
We aim to ensure that all pupils:
- develop a positive attitude towards mathematics.
- develop and consolidate basic mathematical skills and become numerically fluent.
- promote confidence and competence with numbers and the number system.
- develop the ability to solve problems through decision making and reasoning in a range of contexts.
- develop a practical understanding of the ways in which information is gathered, presented and interpreted.
- explore features of shape and space, and develop measuring skills in a range of contexts.
- develop mathematical communication through speaking and listening, practical activities and recording work.
- develop an ability to use and apply mathematics across the curriculum and in real life.
Our calculation policy has been devised to support teachers in understanding both the expectations for fluency of the 2014 curriculum and the progression of calculation concepts through a child’s mathematical development. It focuses on developing proficiency with the expected formal written methods by the end of Year 6 and hence the progression guidance provided for each operation is designed to flow into the expected method as exemplified on the National Curriculum Appendix document. Specific practical equipment and approaches have been agreed for each age group in order to support children in developing the conceptual understanding that will enable them to move more rapidly and efficiently towards the formal written methods expected. Teachers will encourage children to simultaneously carry out the calculation practically using the equipment/representation suggested and to record this calculation step by step using the parallel formal written method.
The ‘Written Methods’, ‘With jottings ...or in your head’ and ‘Just know it’ sections list the national curriculum expectations of the year group for calculation. The ‘Developing Conceptual Understanding’ section illustrates how we build children’s understanding of the formal methods using a range of specific practical equipment and representations. The ‘Foundations’ section for each year group highlights the skills and knowledge that are addressed on a regular basis within this year group to ensure that children have the requisite fluency to address the new approaches required.