In This Section
The three main aims of the National Curriculum (2014) for mathematics are:
- 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
Key Curriculum Drivers
Mathematics supports our wider curriculum vision through our key drivers in the following ways:
|Curriculum Drivers||How Mathematics supports this driver|
|To know about the World||Children will find out how Maths is used in the real world and in real life situations|
|High levels of oracy||Children will use precise and accurate language. They will use ‘sentence stems’ to help capture, connect and apply important mathematical ideas.|
|To encourage critical thinking||Children will explore and reason in maths. They will reflect on what they are doing during problem solving activities, asking questions such as:
What am I doing?
Why am I doing this?
How does it help me?
|To have ambition||Children will be encouraged to be independent learners, having self-drive to be ambitious and by being part of progressing and challenging themselves and not being afraid of taking risks.|
Our Mathematics curriculum is based around these key concepts that will support children's development in the subject area, aiming towards our vision.
|Key Concept||I am a mathematician because...|
|Fluency||… I am fluent at basic maths skills|
|Problem solving||…. I can use my basic maths skills to solve problems|
|Cause and consequence reasoning||…. I use mathematical language to explain patterns, relationships and why things happen|
How is our Mathematics curriculum structured?
At Henry Chichele, we believe in and follow a mastery approach to implementing our mathematics curriculum. This enables children to spend longer on a particular concept in order to secure their understanding before moving on.
The structure of the maths curriculum in each year group can be found below. We have provided the long term curriculum map for each year group and then a more detailed break down of content, term by term.
What is covered within the units in each year group?
You will see in the overview documents above for each year group, that we teach our curriculum in three spines; Number, Addition and Subtraction, Multiplication and Division and Fractions. However, within these spines all areas of mathematics (please see below) are taught. The main emphasis is on these three spines because these are the areas of the mathematics curriculum that will give children a secure knowledge base to be able to make connections in other areas of the mathematics curriculum in order to benefit their progress.
The documents below show the content of each spine within each unit in more detail by giving the teaching points covered in each unit.
What does progression look like within the curriculum through the year groups?
Each area of the mathematics curriculum has clear progression that is built on year on year. Please use the links below to see how we ensure children's knowledge is appropriately built on each year.