Curriculum Intent

At Boothstown Methodist, we strive to enable all our children to become enthusiastic, creative and articulate mathematicians. Through a varied and inspiring curriculum, we aspire to embed problem solving, resilience and reflective skills and enable children to use and apply their learning in a variety of contexts. We aim to develop children’s enjoyment of maths and provide opportunities for them to build and secure a deep, sustainable, conceptual understanding.

Children are encouraged to make mistakes in a safe and supportive environment. They are supported to discuss these misconceptions with their peers and staff alike. Use of appropriate vocabulary is modelled throughout lessons by both staff and children; we believe that once a child can articulate their understanding of a concept, they can truly begin to make connections within their learning.

Our approach to the teaching of mathematics develops children’s ability to work both independently and collaboratively. Through mathematical talk, children will develop the ability to articulate and explain their thinking and reasoning. By the end of key stage two, our aim is that children will leave our school as emotionally resilient, capable mathematicians enabling them to thrive in their future lives.

Curriculum Implementation

To help structure and plan our lessons, we use White Rose Maths schemes of learning to ensure firm foundations and sequence our learning. This provides a coherent learning progression through small steps, a range of representations and structures, opportunities for fluency, variation and opportunities for deep mathematical thinking. Alongside this scheme of learning, we use a range of rich resources to enhance our lessons and deepen understanding from websites such as NCETM and NRich.

The National Curriculum for mathematics intends to ensure that all pupils:

• Become fluent in the fundamentals of mathematics, including the varied and regular practice of increasingly complex problems over time.
• Reason mathematically by following a line of enquiry, understanding relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

The teaching and learning of maths at Boothstown uses the following Mastery approach: Concrete, Pictorial, Abstract to ensure a deep understanding of mathematical concepts. Our calculation policy below provides a detailed explanation of this approach by year group.