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Maths Week 2022: 21st - 25th November

Maths Intent Curriculum Statement

At Chesterton CE Primary School, we believe in fostering a positive relationship with Mathematics, where children can see the beauty, power and enjoyment that this subject has; both within the classroom and in the world beyond. We focus on allowing all children to see that they can be competent and confident mathematicians, enabling them to fully access a subject that is essential to everyday life.

The foundation of this begins in our Reception Class, where children immerse themselves in a number-rich environment. Through carefully sequenced lessons involving frequent and varied opportunities, the children will develop a deep number sense, particularly of the numbers to 10, and the relationships and patterns between them. Children will also be encouraged to develop their spatial reasoning skills across all areas of Mathematics, including shape, space and measures.


From Foundation Stage, children's interests and curiosities are valued through actively listening to their questions and wonderings, and staff and children set up further activities and lines of enquiry to extend interest and knowledge of Mathematics. We recognise the importance of valuing these earliest forms of mathematical talk, and encourage children to look for patterns, relationships and connections. To support this, a wide range of models and manipulatives are used. This is seen throughout children’s time at Chesterton School, where they are frequently exposed to concrete, pictorial and abstract representations. Developing this deep conceptual understanding alongside procedural fluency is essential if children are to become independent mathematicians.

As children progress through the school, we continue to build on the solid foundations seen in the Early Years Foundation Stage. We ensure that every pupil receives a broad, balanced, engaging and relevant curriculum. Through careful mapping out of the key areas of learning, we ensure that concepts within units are explored deeply in a clear and progressive sequence. This will ensure that a secure understanding on which more meaningful and rich connections can be made. As part of this, we actively use mistakes and misconceptions to both consolidate and extend learning. For those who are not sufficiently fluent, understanding is consolidated through additional practise.

As well as developing fluency in the fundamentals of Mathematics, children are also taught reasoning and problem solving skills. To support them with this, we continue to broaden their use of mathematical vocabulary. This allows them to conjecture relationships and generalisations, and develop justifications, arguments and proof. Where possible, problems are connected to real-life situations so that children can learn to thrive as independent, resilient mathematicians. We celebrate this resilience through recognising a Growth Mindset and awarding Independent Learning Powers, Values Awards and Well Done certificates. Each term, we also celebrate a Marvellous Mathematician in each class.

By giving children regular opportunities to recall and apply their understanding to new contexts and problems both within and across units, they can gain new meaning from it. The skills learned in Mathematics lessons are therefore also reinforced and deepened in other areas of our curriculum. For example, data interpretation and presentation can be seen in Science, Geography, History and R.E. lessons; problem solving skills can be seen in Science, Geography and History; and measuring skills are applied in Design and Technology and Physical Education lessons.

Progression Maps
Place Value
Addition and Subtraction
Multiplication and Division
Fractions
Ratio and Proportion
Algebra
Measurement
Geometry: Properties of shapes
Geometry: Position, direction and movement.
Statistics

Calculation Policies
Addition and Subtraction
Multiplication and Division