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Mathematics

Intent

A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject. At Sythwood Primary and Nursery School, we believe that an effective maths curriculum is an important factor in a child acquiring the knowledge and therefore cultural capital to succeed in life.

We know that maths can become overwhelming for our children so we believe that it is far better for them to master the key content before teaching new learning. With this in mind, we have adopted a more formal mastery approach from EYFS to Year 4 using a combination of resources from both Power Maths and White Rose Maths. Staff from our school spent a year as part of a Teacher Research Group working with a range of mastery approaches and this resulted in us choosing these materials for our school. Both resources are fully supported by the Department for Education as they meet the requirements of the new curriculum. It provides all the elements that teachers need to teach maths mastery with confidence and clarity on subject progression. The long term strategy is for us to continue to adopt this more formal approach year on year.  

In Year 5 and 6 we have continued to develop our existing maths curriculum (supported by Hodder Education) whilst introducing mastery strategies to enhance children’s learning, such as increased emphasis on precise maths vocabulary and in-depth discussion.

Our curriculum is designed with these principles in mind:

• mathematics learning every day

• the opportunity to use resources in every lesson

• revisit a range of models and methods for the four operations

• language rich lessons with precise mathematical vocabulary and language structures

• an emphasis on fluent mental calculation, particularly knowledge of multiplication tables

• a focus on encouraging children to explore links to previous learning and making connections

• regular opportunities to use and apply the mathematics which they have learned, both within maths lessons and across the curriculum

• high expectations of the basics including presentation

• teachers and children clear on progression of learning

• the chance to explore and communicate their learning in pairs (mixed), small groups and as a whole class

 

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