Being a Mathematician
The 2014 National Curriculum for Maths aims to ensure that all children:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
Maths is an international language that teaches us to make sense of the world around us. At the Weald, our Mathematics Mastery curriculum will
ensure that every child can achieve excellence in mathematics. We are currently in the developing stage of our four year mastery journey as part of the
Surrey Maths Hub. Children can experience a sense of awe and wonder as they solve a problem for the first time, discover different solutions and make links
between different areas of mathematics. It provides pupils with a deep understanding of the subject through a concrete, pictorial and abstract
approach. This ensures pupils fully understand what they are learning. We want all children to enjoy Mathematics and to experience success in the
subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an
appreciation of the beauty and power of Mathematics. We are dedicated to ensuring that children are able to recognise the importance of Maths
in the wider world and that they are also able to use their mathematical skills and knowledge confidently, in a range of different contexts across
our enquiry curriculum.
How we plan and teach for being Mathematicians
The content and principles underpinning the 2014 Mathematics curriculum and the curriculum at The Weald, is inspired by those found in high performing education systems internationally based on up to date research of mathematical teaching and learning.
These principles and features characterise this approach and convey how our curriculum is implemented:
- Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
- The majority of children progress through the curriculum content at the same pace.
- Differentiation is achieved by emphasising deep knowledge and application as well as through individual support and
- Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster
- deep conceptual and procedural knowledge.
- Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of
- underlying mathematical concepts.
- Teachers use precise questioning in class to assess conceptual and procedural knowledge and assess children regularly to
- identify those requiring intervention (including pre teaching), so that all children achieve.
- Careful questioning is used to develop children’s mathematical discussion and reasoning.
Through teacher modelling, collaborative learning and fluency development; the children are enabled to confidently work independently.
Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems.
Children use manipulatives to solve problems and to show their understanding of a concept in different ways. The use of scaffolds, manipulatives and visuals develop the fluency of less confident mathematicians allowing them to succeed.
Planning at The Weald
We use a variety of mastery resources to support us in our planning. Long term plans map out the objectives and domains to be covered each term, by each class. Unit plans identify learning objectives and outcomes for each unit, as well as indicating the skills being taught. They highlight the skills and objectives
of the lesson, and identify resources and appropriate support and challenge. They also indicate key questions and stem sentences.
How we evaluate our learning as Mathematicians
The school has a supportive ethos and our approaches support the children in developing their collaborative and independent s kills, as well as
empathy and the need to recognise the achievement of others. In Maths, children are assessed during every lesson which enables our teachers to
plan the next steps for each child. Teachers assess against the learning objectives and the knowledge and skills requirements for each year group.
Children are expected to make good or better progress in Maths and this individual progress is tracked and reported to parents and carers at
parents evening and on the end of year report. The impact of the Maths curriculum is reviewed termly through both summative and formative
assessments as well as gap analysis.
Supporting your mathematician at home