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Curriculum

Mathematics

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We follow the programmes of study set out in the National Curriculum for Mathematics
Mathematics is a creative and highly inter-connected 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.

Aims
The national curriculum for mathematics aims to ensure that all pupils:
  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
The programmes of study are split into 7 areas
  • Number and place value
  • Number- addition and subtraction
  • Number- multiplication and division
  • Number- fractions
  • Measurement
  • Geometry- properties of shape
  • Statistics
Pupils are taught number in daily mathematics lessons. Measurement, geometry- properties of shape and statistics are taught in context through topic work

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 should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. 




Documents - please click to open

doc.gif: Progression Map Place Value

Progression Map Place Value

File size: 68KB (Word File)

doc.gif: Progression Map Addition and Subtraction

Progression Map Addition and Subtraction

File size: 56KB (Word File)

pdf.gif: Ofsted Numeracy Inspection 2013

Ofsted Numeracy Inspection 2013

On 28th January 2013, Ofsted came and we proved that our Numeracy provision was outstanding. Read what they thought here...
File size: 129KB (PDF File)

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