Maths learning at Gad’s Hill strives to create a learning environment in which children can confidently learn and achieve, independently and collaboratively. Our maths curriculum aims to provide children with the opportunity to develop a curiosity for maths, develop enjoyment and passion for the subject, allowing them to understand the world around them through mathematical reasoning.
Considerable importance is attached to the children achieving and understanding mathematical processes, concepts and skills. A positive attitude to maths learning is encouraged by presenting it in an interesting and enjoyable way. There is a strong emphasis on the development of mental arithmetic and giving opportunities for pupils to use and apply mathematics in real life situations.
Maths is taught through a daily lesson which follows the principles of the New Primary curriculum.
Aims of the New Primary Curriculum:
- Become fluent in the fundamentals of mathematics, including the varied and regular practice of increasingly complex problems over time.
- Reason mathematically by following a line of enquiry, understanding relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between mathematical ideas. The programmes of study are, by necessity, organised into distinct areas, but pupils will make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They will also apply their mathematical knowledge to science and other subjects.
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 will always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content.