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Maths

VISION

 

We want all our pupils to experience deep, sustained understanding so that they become happy and confident mathematicians, throughout their learning and into their adult life.

 

Through a positive, caring environment, we, at Elms Farm, nurture confidence in the subject and a love of mathematics, to enable every child to reach their full potential. We promote a ‘can do’ attitude to maths without a fear of making mistakes. Children will be given time, support and resources to develop a depth of understanding in maths, because we believe that every child is entitled to a good mathematical education.

 

INTRODUCTION

 

In September 2018, Elms Farm started its journey towards a mastery approach to the teaching and learning of mathematics. We understand that this will be a gradual process and may take time to fully embed. The rationale behind changing our approach to teaching mathematics arose from our involvement in the NCETM Maths Hub and Teaching for Mastery Programme and our belief in the philosophy that all children can achieve, as well as the 2014 National Curriculum, which states:

  • The expectation is that most pupils will move through the programmes of study at broadly the same pace.
  • 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.

 

 

5 Big Ideas

We offer our children an engaging, balanced mathematics curriculum and good quality teaching to produce individuals who are numerate, creative, independent, inquisitive, enquiring and confident.

We aim that all pupils:

  • Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.
  • Can reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

 

Our pupils will

  • be competent and confident in taking risks to apply mathematical knowledge, concepts and skills.
  • be able to solve problems, reason mathematically and think logically and systematically.
  • be able to work independently and in cooperation with others.
  • be able to use and apply mathematics across the curriculum, and to understand the application of mathematics in real life contexts and scenarios.

Mathematics Policy

We use the White Rose Maths schemes of learning and the guidance from ‘Power Maths’ and ‘Maths No Problem’ textbooks to help plan lessons and activities. The lessons are carefully structured to move in very small steps, and to include a concrete, pictorial and abstract approach. This means, for each new skill taught, children will have the experience of using mathematical resources, such as counters, Numicon and base 10 equipment. In their books pupils will record their learning pictorially as well with calculations.

 

The following documents have been included for reference for parents: yearly overviews for each year group of the White Rose Maths Scheme of Learning; NCETM Calculation Policy; National Curriculum Glossary (NCETM) and National Curriculum Programmes of Study.

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