Primary Secondary Sixth Form

Maths

Through our Character and Academics approach to curriculum design, we express our belief that education is as much about developing young people’s character strengths and virtues as it is about developing their academic ability. This means that in addition to considering the sequencing of knowledge -  practical knowledge, propositional knowledge and phenomenological knowledge – within mathematics at each stage of education, and how this knowledge builds towards agreed end points, our curriculum design also considers the development of character at each stage of education and how this enables pupils to flourish.

It follows that our curriculum has been carefully designed to:

  • provide opportunities for pupils to develop their character, focusing at Primary on our core character virtues of curiosity, perseverance, teamwork, gratitude and kindness.
  • provide opportunities to develop core mathematical skills;
  • provide opportunities to develop transferrable skills across the wide range of subjects; ensuring that there are strong links between the core subjects of mathematics, English and ICT and between mathematics and the foundation subjects.
  • provide opportunities to develop a deep knowledge of the essential facts about our world that constitute ‘the best that has been thought and said about mathematics, starting from ‘that which has endured’;
  • inculcate a cultural literacy that conveys British values whilst teaching mathematics;
  • provide enriched mathematical experiences that our pupils may not otherwise enjoy and learn from;
  • involve parents and carers in mathematics at every opportunity;
  • extend pupils’ involvement in the local community and beyond, developing their understanding of local, environmental and global issues through service learning through the application of mathematical knowledge;
  • provide thorough coverage of the mathematical knowledge and concepts set out in the National Curriculum programmes of study (Years 1 to 6) and the Early Years Foundation Stage Framework (Nursery and Reception).
     

Endpoints

At Eastbrook we identify endpoints in two ways. Firstly, as distant points in time. In broad terms, for us this means that all pupils who study our mathematics curriculum acquire the character virtues that lead to success in school and university, in work and life beyond. In mathematical terms, this endpoint is captured in the question, ‘what do we want our pupils to remember about mathematics, be informed by and utilise in ten years’ time?’ Secondly, we identify endpoints as points in the near distance defined by ‘readiness’ for the next (key) stage of learning.  Having discerned these endpoints, waypoints are identified which pinpoint the specific mathematical knowledge, skills and virtues upon which pupils’ progress in their learning in each subject.

 

At the culmination of KS2, students are deemed ‘KS3 ready’ once they have demonstrated they possess, to the expected standard, the knowledge and skills as laid out by the supported framework to the National Curriculum. 

‘Students will gain knowledge about the various representations of numbers and how to operate and manipulate relationship between numbers. They will build this knowledge into abstract modelling of problems, further developing their algebraic knowledge. Students will work with quantifiable measures and represent solutions in tabulated form. Students will make predictions and estimations; they will understand that proportional relationships are present in almost all mathematical problems and use knowledge of proportion and rates of change to solve those problems.

Students will learn skills to use their knowledge appropriately in a variety of ways. It may be applying knowledge to different contexts, structuring their knowledge well in a piece of work, knowing how to adapt to different, increasingly complex situations. Students will develop reasoning skills through the departments approach to teaching such as ‘describe-explain-convince-justify-prove’ (National Curriculum page …).

 

Way Points

The waypoints for the end of the reception year are laid out in Development Matters.  The waypoints for the end of KS1 and the end of KS2 are laid out in the national Curriculum programmes of study.

Sequencing

Mathematics is planned and sequenced so that new mathematical knowledge, skills and virtues build on what has been taught before, and lead naturally towards our defined waypoints and endpoints. We recognise the importance of creating a joined-up, progressive mathematical curriculum which builds on what has gone before and prepares pupils for what comes next. As an all-through school, we are particularly well placed to ensure a well-sequenced learning journey – the Year Seven curriculum builds upon the primary curriculum. To this end we ensure that there is consistency in the language of learning and the language for learning.

Early Years Foundation Stage – Reception Year: Our Early Years Foundation Stage curriculum introduces children to a wide range of engaging and exciting concepts which enable them to develop their personalities, talents and abilities. It frames a range of structured and unstructured experiences planned with knowledge of the strengths and needs of each child. Curriculum adaptation during this stage is individualised and happens moment-to-moment. This curriculum ensures children build the character and academic, skills and knowledge essential for successful learning in Key Stages 1 and 2.

Mathematics has is one of seven specific areas of learning in the revised Early Years Foundation Stage statutory framework.  We ensure that children hear maths talk and have lots of opportunities to explore in a mathematical way from the moment they enter our Reception class.  Our mathematics practice is informed by  ‘Development Matters’ ,the non-statutory guidance material) that supports practitioners in implementing the statutory requirements of the EYFS. 

We plan for children to:

  • Play with, and explore key mathematical concepts.
  • Actively learn to apply key mathematical concepts.
  • Create and think critically. 
  • We encourage children to have and to develop their own mathematical ideas, and to make links between mathematical ideas, and to develop their own mathematical strategies for doing things.

We plan for children to develop mathematical concepts through playing and exploring.  We also ensure that as children learn, we provide experiences to help them develop their own ideas. Children earn mathematical concepts in the Foundation stage through games, routines, classroom and lunchtime talk, and chanting. Our Nursery children actively explore and experience shape, space and position as part of everyday play.  We ensure that children hear rich  mathematical talk as they play.

Key Stage 1 and Key Stage 2 – Year 1 to Year 6: Our KS1 and KS2 curriculum ensures children have the essential learning skills of literacy and numeracy; are creative, resourceful and able to identify and solve problems; have enquiring minds and think for themselves to process information, reason, question and evaluate; communicate well in a range of ways; understand how they learn and learn from their mistakes; are able to learn independently and with others; know about big ideas and events that shape our world; enjoy learning and are motivated to achieve the best they can, now and in the future. It is a curriculum that ensures pupils leave primary school having mastered demanding standards of reading writing and maths – meaning they are ready to deal with the challenges of secondary school and equipped to thrive.