“The study of mathematics, like the Nile, begins in minuteness but ends in magnificence.” – Charles Caleb Colton
Maths Key Intentions
About our Maths Curriculum
Intent:
The intention of the maths curriculum at Bradfield Dungworth is for children to master Maths by acquiring and achieving a deep, long-term, secure and adaptable understanding of the subject. We strive to embed the skills and processes necessary to enable children to use and apply their Maths learning in a variety of contexts. We achieve thus we aim to:
At Bradfield Dungworth, we recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. We provide age-appropriate fluency tasks for our pupils: in turn, practising key skills and allowing children be become confident when working on key strategies, calculations or methods. To ensure our pupils acquire a deeper understanding in their mathematical learning journey,
Within the Maths Hub schemes of learning, each National Curriculum objective is broken down into fluency, reasoning and problem solving; our teachers use the learning challenges to teach for mastery - an approach to extend and deepen the understanding of pupils within each year group. Our teaching staff use these documents in conjunction with a range of high quality resources (such as NRich and NCETM) to support, stretch and challenge all learners within the classroom.
The content and principles underpinning the 2014 Mathematics curriculum and the Maths curriculum at Bradfield Dungworth reflect those found in high-performing education systems internationally. These principles and features characterise this approach and convey how our curriculum is implemented:
There are a number of ways that the impact of our Mathematics Curriculum can be seen:
Pupil Voice
Learning walks
Moderation
Evidence of Knowledge
Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.
All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
Our Maths coverage is considered carefully each year to ensure breadth and depth for learners. Our coverage is as follows:
“The study of mathematics, like the Nile, begins in minuteness but ends in magnificence.” – Charles Caleb Colton
Maths Key Intentions
About our Maths Curriculum
Intent:
The intention of the maths curriculum at Bradfield Dungworth is for children to master Maths by acquiring and achieving a deep, long-term, secure and adaptable understanding of the subject. We strive to embed the skills and processes necessary to enable children to use and apply their Maths learning in a variety of contexts. We achieve thus we aim to:
At Bradfield Dungworth, we recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. We provide age-appropriate fluency tasks for our pupils: in turn, practising key skills and allowing children be become confident when working on key strategies, calculations or methods. To ensure our pupils acquire a deeper understanding in their mathematical learning journey,
Within the Maths Hub schemes of learning, each National Curriculum objective is broken down into fluency, reasoning and problem solving; our teachers use the learning challenges to teach for mastery - an approach to extend and deepen the understanding of pupils within each year group. Our teaching staff use these documents in conjunction with a range of high quality resources (such as NRich and NCETM) to support, stretch and challenge all learners within the classroom.
The content and principles underpinning the 2014 Mathematics curriculum and the Maths curriculum at Bradfield Dungworth reflect those found in high-performing education systems internationally. These principles and features characterise this approach and convey how our curriculum is implemented:
There are a number of ways that the impact of our Mathematics Curriculum can be seen:
Pupil Voice
Learning walks
Moderation
Evidence of Knowledge
Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.
All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
Our Maths coverage is considered carefully each year to ensure breadth and depth for learners. Our coverage is as follows: