When teaching mathematics at Fosse, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful lifelong learners. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high-quality activities with a focus on fluency, reasoning and problem solving. Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.
We intend for all pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
We intend for all pupils to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us we have a range of mathematical resources in classrooms including Numicon, Base10 and place value counters. We also use a range of planning resources including the White Rose schemes of learning, and resources from NCETM and NRICH. We continuously strive to better ourselves and frequently share ideas that have been particularly effective. We also take part in training opportunities and regional networking events. Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our discussions in termly Pupil Progress Meetings and update our summative school tracker. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.
PUPIL VOICE – Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they enjoy maths. They can articulate the context in which maths is being taught and relate this to real life purposes.
EVIDENCE IN KNOWLEDGE – Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential.
EVIDENCE IN SKILLS – Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems.
BREADTH AND DEPTH – Teachers plan a range of opportunities to use maths inside and outside school.