Maths

‘Good mathematics is not about how many answers you know… It’s about how you behave when you don’t know’ – Anonymous

 

“A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.” (National Curriculum 2014)

 

At Boundary, we encourage children to not only work fluently but to also be confident problem solvers. We encourage and promote multiple methods to solving problems, providing our pupils with self- confidence and resilience. Through the teaching of ‘mastery’, we ensure that children gain a deep and secure understanding of key mathematical concepts at each stage of their learning.

For a detailed understanding of the Intent, Implementation and Impact of the teaching of Maths at Boundary, please click the boxes below.

Intent

The objectives of teaching maths are:

  • To become fluent in the essentials of Mathematics.
  • To reason mathematically.
  • To solve problems by applying their mathematical knowledge.
  • To understand and be prepared for how maths applies to every day life.
Implementation
  • Starting in Foundation, our children are given lots of opportunities to explore and investigate numbers and amounts.
  • We use a variety of teaching and learning strategies, which encompass practical, pictoral, verbal and written styles. This also includes independent and collaborative learning.
  • Each year group follows the White Rose scheme of work, ensuring small steps are taught in a journey in order to have a concrete understanding of mathematical concepts. This is used as a basis for teacher’s planning.
  • NCTEM and Maths Hub are used to deepen thinking when children are problem solving and reasoning.
  • For children working below age related expectations within mathematics, Lancashire PIVATs are used to guide planning to break their learning down into ever further smaller steps.
  • We encourage resilience, growth mind-sets and perseverance with the classroom.
  • Children are given the opportunity to practice varied fluency, to solve problems and to apply their reasoning skills.
  • Challenges are planned for throughout the school for each aspect of maths.
  • Children are given opportunities to use their previous knowledge and learning.
  • A variety of resources are used throughout school such as; Numicon, base 10, bead strings, cubes, play dough, card fans, iPads, place value charts, number lines and times table squares.
Impact
  • Children gain a knowledge and understating of the world around them and they are prepared for using mathematics in their everyday life.
  • Children show an enjoyment and enthusiasm for Mathematics
  • Children gain confidence in working independently.
  • Children develop their skills in working collaboratively.
  • Children improve their problem solving and reasoning skills.
  • Children develop their growth mindset in mathematics.
  • High standards, ensuring children achieve national standards or above.
  • Higher percentages of children working at greater depth.
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Intent, Impact and Implementation in Full

Maths Curriculum at at Glance

Curriculum Progression

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Ratio and Proportion

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Addition and Subtraction

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Number and Place Value

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Multiplication and Division

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Fractions (including Decimals and Percentages)

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Position and Direction

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Properties of Shapes

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