Intent and Implementation
Our mathematics curriculum is designed to foster a deep understanding of mathematical concepts, skills, and fluency for all children. We follow the White Rose Maths scheme across Year 1 to Year 6, ensuring a consistent, progressive approach to learning. In Year 1 to Year 5 children complete work in their White Rose work books. In Year 6, children work in their exercise books to develop their problem-solving and reasoning skills further.
Throughout the school, from Reception to Year 6, we use Mastering Number to ensure that children consistently develop their fluency in mathematics, allowing them to confidently apply their knowledge across different contexts.
Our curriculum is carefully structured to make clear connections between units of learning, ensuring a cohesive and progressive mathematical journey. We use a Concrete, Pictorial, Abstract (CPA) approach to teaching. As outlined in our calculation policy, new concepts are introduced using concrete manipulatives, which are readily available for children to use. Once children are confident with these physical objects, they move to pictorial representations and then, eventually, to abstract methods. This approach ensures that all children have a solid understanding of the concepts before progressing to more complex ideas.
Our daily maths lessons are designed to build fluency, starting with guided practice to ensure that children are confident with new concepts before progressing to independent work. Independent activities include problem-solving tasks that challenge children to apply their learning in varied contexts. By focusing on both fluency and problem-solving, we aim to develop confident, capable mathematicians who can use their skills in real-world situations.
Through this well-rounded and carefully sequenced approach, we aim to ensure that all children leave our school with a strong, confident grasp of mathematics, equipped to apply their knowledge in a wide range of contexts.