Mathematics
Mathematics is vital for everyday life and helps us understand the world around us. It enables pupils to think logically, find patterns and solve real life problems in a creative manner, whilst developing their resilience and independence. It provides children with the opportunity to form , reason and justify these using appropriate mathematical vocabulary.
Using the programme of study from the 2014 National Curriculum it is our aim that children should:
- Develop skills of fluency, reasoning and problem solving through a mastery approach
- Be challenged and stimulated whatever their age and level of ability.
- Appreciate the relevance of mathematics throughout the curriculum and in everyday life.
- Be able to analyse and solve problems using the appropriate mathematical concepts.
- Recognise pattern and structure in mathematical solutions.
- Have the ability to transfer concepts to other tasks.
- Interpret, communicate and explain procedures and results, using appropriate language and symbols.
At Whirley, we follow the White Rose scheme of learning from Early Years through to Year 6. The scheme allows children to revisit areas of Mathematics throughout their time in school, helping them become fluent in the fundamentals of it. Each time they revisit a topic, the complexity increases, and the children work through it in small steps, enabling them to make links between their new learning and old learning. In each small step, pupils answer a wide range of fluency questions, then, once they are confident with it, move onto a variety of reasoning and problem-solving questions with increasing difficulty. Time for mathematical talk is a valuable part of lessons at Whirley, providing children with the opportunity to explain, discuss, reason and justify mathematical ideas and concepts.
Using the mastery approach means that classes move through the programmes of study at broadly the same pace. However, we recognise that this is not appropriate for all children therefore lessons are adapted to ensure all children are challenged appropriately. When faced with new mathematical knowledge, children are supported using the concrete, pictorial, abstract (CPA) approach so they gain a clear understanding of it and to help them make links between other mathematical ideas.