Why we teach Mathematics at Longford Church of England Primary School:
To promote joy, wonder and curiosity within mathematics, leading children to question the world around them, developing their creativity within mathematics so that they appreciate its beauty and power and are able to spot patterns and make connections, applying these skills across the curriculum.
Ensure that pupils acquire mathematical fluency and are able to recall and apply knowledge rapidly and accurately so that they are able to calculate efficiently during life.
Develop an understanding of mathematical language so that they are able to use this to communicate their understanding of mathematical concepts.
Empower children with the skills necessary to problem solve, reason and justify about their mathematics and apply this to the world around them, both now and in their future lives.
Equip children with the skills necessary to be financially literate and have the skills required for future employment.
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Key Learning: |
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Small coherent steps |
Making Connections |
Fluency
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Representations
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Variation |
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In order to allow all children to achieve, scaffolding is necessary. All children are able to engage with the lesson as small steps are carefully engineered to guide them through their learning, leading them to conclusions and generalisations which, through careful teacher-led questioning and lesson design, they discover for themselves.
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Units of learning are built upon prior learning and connections are made throughout the learning journey. Longer time is spent on each mathematical concept so that there is time for depth of understanding and children are able to make their own generalisations as well as reasoning about their maths and using their knowledge and understanding to solve problems.
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Children are taught key number facts, which they practise and apply within a wide range of contexts.
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Children are exposed to a wide range of representations, following a concrete, pictorial, abstract approach so that all learners are able to visualise the structures of mathematics to support their learning.
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Lessons include both conceptual variation, where concepts are shown in a variety of ways, as well as procedural variation throughout a lesson or exercise in which children are encouraged to apply their knowledge and make connections to proceed through a task.
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Calculation Guidance
