Catherine Infant School

OUR MATHS CURRICULUM AIMS

Key Stage 1

• All pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practice so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Pupils to reason mathematically by following a line of enquiry, make generalisations, and develop an argument, justification or proof using mathematical language.
• Pupils to 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.

Early Years Foundation Stage

• Pupils should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives.
• Our curriculum includes rich opportunities for pupils to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.
• Pupils to develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

Mastery Maths Approach in KS1 (Years 1 & 2)

• Mastering maths means pupils of all ages acquiring a deep, long-term, secure and adaptable understanding of the subject. The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.
• Everyday maths teaching is reflected in the 'Five Big' Ideas, drawn from research evidence, underpinning teaching for mastery.
• Coherence. Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all pupils and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.
• Representation and Structure. Representations used in lessons expose the mathematical structure being taught.
• Mathematical Thinking. Ideas are to be understood deeply and worked on by the pupil: thought about, reasoned with and discussed with others.
• Fluency. Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics.
• Variation. Concepts being taught draw attention to critical aspects, and to develop deep and holistic understanding. The sequencing of the activities used within a lesson and follow up practice are key to paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.