“All things in nature are written in the language of mathematics.”
At Christ Church C of E Primary School, we have adopted a mastery approach to the teaching and learning of Mathematics. Underlying this approach is the belief that all children should work together to become fluent mathematicians, able to reason and solve a variety of problems by applying what they have learned in a range of contexts.
We plan to ensure that all children develop a secure and deep understanding of the mathematics they are learning so that future mathematical learning is built on solid foundations. We encourage our children to have a positive mindset and advocate that all children are able to succeed in mathematics, regardless of their prior attainment. We recognise that success is linked to effort, so we challenge and support children to gain a greater depth of understanding, valuing mistakes as a key part of learning.
Our curriculum is mapped out across each term, ensuring longer time is prioritised for key topics. Typically, our lessons are planned to be approximately 45 minutes daily and focus on key learning objectives, which progress from day to day in small steps. We also plan separate skills practice sessions, which are designed to enable our children to become fluent in working with number and the four operations.
National Curriculum for Mathematics in England
At Christ Church, we follow the National Curriculum (2014) for Mathematics. In following the curriculum, we aim to ensure children:
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.
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 should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.