Coopers Edge School

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.

2. 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.

3. 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.

4. 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.

5. 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.