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Subject Curriculum Aims:

The early years foundation stage (EYFS) Mathematics curriculum:

Developing  a strong grounding in  number  is  essential  so that  all  children develop the necessary  building  blocks  to excel  mathematically.  Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.  By  providing frequent  and varied opportunities  to build and apply  this  understanding  -  such as using manipulatives,  including small  pebbles  and tens  frames  for  organising counting  -  children will  develop a secure base of  knowledge and vocabulary  from which mastery  of  mathematics  is  built.  In addition,  it  is  important  that  the curriculum  includes  rich opportunities  for  children to develop their  spatial reasoning  skills  across  all  areas  of  mathematics  including shape,  space and measures.  It  is  important  that  children develop positive  attitudes  and interests  in mathematics,  look  for  patterns  and relationships,  spot  connections,  ‘have a go’, talk  to adults  and peers  about  what  they  notice and not  be afraid to make mistakes.

The primary national curriculum for mathematics aims to ensure that all pupils:

  • 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.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can 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

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

Subject Intent:

To increase pupils’ prospects by:

  1. Enabling them to effectively think like a Mathematician
  2. Enabling them to gain age appropriate knowledge and understanding of numerical, statistical and spatial fluency, mathematical reasoning and problem-solving
  3. Developing pupils’ BIG CONCEPTS
  1. Participatory citizenship

We want every child in our school to have the spirit of entrepreneurship and have a secure understanding of money to ensure that they can fulfil their aspiration. Through ‘real-life’ projects and practical application of mathematical skills our intent is to prepare the next generation to realise their potential.

  1. Aspiration and individual growth

According to research, ‘high numeracy’ (equivalent of a ‘C’ at GCSE or higher) is connected to better employment and wages. We want children to understand this link from an early age and aspire to acquire those key mathematical skills to give them the opportunity for good employment and the benefits it provides.

We also want to equip children with the skills and knowledge to operate successfully as an adult; from managing their household finances to being able to calculate bills and make informed purchases.

  1. Communication

We are constantly bombarded with advertisements and messages in the media, and many of these messages are filled with numerical facts and figures to prove, disprove and sell. We intend to give our children the skills to be numerate enough to understand and use the information provided along with their reasoning skills to be intelligent and discerning consumers.

  1. Equity for all

It has been claimed that the UK is behind many other large economies in terms of numeracy skills; preventing workers and the economy from achieving its full potential. Research for the charity National Numeracy suggested that poor numeracy skills cost the UK billions of pounds each year. In order to become citizens that contribute effectively to their workforce and the economy we want all of our learners to leave the school with expected levels of mathematical attainment and an appreciation of its importance in all areas of life and work.

  1. Responsibility of the environment, well-being and a sustainable future

We want our children to understand their impact on the environment and the well-being of themselves and those with whom they come into contact. Much of the evidence related to sustainability is numerical data, so the children we teach need to be equipped to understand that information in order to be able to make decisions that make a difference. We also want to encourage children to develop their skills in problem-solving, as those skills could be applied to solving the ‘big’ problems facing future generations.

Subject Long Term Overview:

“The mathematics curriculum is the product of careful selection, sequencing and linking of declarative, procedural and conditional knowledge. Pupils need to systematically acquire core mathematical facts, concepts, methods and strategies to be able to experience success when problem-solving and in order to become proficient mathematicians. Careful sequencing of content, instruction and rehearsal can also show pupils new and consistent patterns of useful information. These then form the basis of further concepts, rules and principles that pupils can store in their long-term memory.” OFSTED, May 2021

Coopers Edge School follow the NCETM ‘White Rose’ schemes of learning to form our long term plan. We also use the ‘White Rose’ assessment materials for both formative and summative assessment. We use the White Rose Maths schemes of learning as we believe it provides a coherent route through the National Curriculum and meets the needs of this Model of Curriculum Progression, as well as the school’s Mastery ethos. It also provides teaching staff with support to carefully craft lessons to meet the needs of our pupils and ensure they all meet the aims of the National Curriculum. Although we use the schemes of learning to inform both long, medium and short term planning, we also recognise the need for flexibility, depending on the needs and progress of learners within each cohort, but also keeping in mind the disruption of previous years. We use the updated White Rose Maths schemes of learning. We use the DfE ‘Ready-to-Progress’ Criteria in addition to the schemes of learning to inform and support any gaps in learning where needed. In January 2023, we adopted the White Rose calculation policies in line our use of the schemes of learning.

Year 1 Maths Long Term OverviewYear 2 Maths Long Term OverviewYear 3 Maths Long Term OverviewYear 4 Maths Long Term OverviewYear 5 Maths Long Term OverviewYear 6 Maths Long Term Overview
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