Mathematics
Mathematics
Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways.
Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavor to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them.
The curriculum is based on the New Curriculum 2014 Mathematics.
Each child should be able to think and solve problems mathematically by using the appropriate skills, concepts and knowledge. They should be provided with rich and enjoyable experiences related both to their individual needs and to the wider requirements of society.
We aim for each child to:-
1. Have a positive attitude towards mathematics.
2. Have self-confidence in their ability to deal with mathematics.
3. Be able to work systematically, co-operatively and with perseverance.
4. Be able to think logically and independently.
5. Experience a sense of achievement regardless of age or ability.
6. Understand the appropriate underlying skills, concepts and knowledge of
number, measurement, shape, space and handling data.
7. Be able to apply previously acquired concepts, skills, knowledge and
understanding to new situations both in and out of school.
8. Understand and appreciate pattern and relationship in mathematics.
9. Be able to communicate with peers and adults, ideas, experiences,
questions, clearly and fluently, using the appropriate mathematical language.
10. Be able to explore problems using the appropriate strategies, predictions
and deductions.
11. Have equality of opportunity regardless of race, gender, or ability.
12. Be aware of the uses of mathematics beyond the classroom.
13. Encourage the use of mental calculations and efficient strategies to work
out the answers.
From Year 1, all pupils will usually have a dedicated daily mathematics lesson.
Within these lessons there will be a good balance between whole-class work, group teaching and individual practice. A typical lesson may follow the structured format below or may have the typical lesson structure extended to cover several days or may have short plenaries throughout the lesson.
A typical 45 to 60 minute lesson in Year 1 to 5 will usually be structured like
this:
♦ Oral work and mental calculation (about 5 to 10 minutes)
This will involve whole-class work to rehearse, sharpen and develop mental
and oral skills.
♦ The main teaching activity (about 30 to 40 minutes)
This will include both teaching input and pupil activities and a balance
between whole class, grouped, paired and individual work.
♦ A plenary (about 10 to 15 minutes)
This will involve work with the whole class to sort out misconceptions,
identify progress, to summarise key facts and ideas and what to remember,
to make links to other work and to discuss next steps.
Mathematics contributes to many subjects within the primary curriculum and opportunities will be sought to draw mathematical experience out of a wide range of activities. This will allow children to begin to use and apply mathematics in real contexts.