Across the Greenhills First Federation we intend to deliver a high-quality mathematics curriculum that allows all pupils to think mathematically and enrich their lives. Our aim is to fulfil the requirements of the National Curriculum through the fundamentals of mathematics so that pupils develop an ability to solve problems, to reason, to think logically and to work systematically and accurately. We aim to ensure that mathematics is fully inclusive to every child; providing a broad, balanced and differentiated programme of study that is enjoyable and powerful for all.
We have planned our mathematics curriculum to extend the children’s knowledge and understanding of the world they live in, the ability to reason mathematically and appreciate the power of mathematics whilst experiencing a sense of enjoyment and curiosity.
We enable pupils to use their skills confidently and in a range of situations practically and mentally. We aim to enrich their lives by exposing them to a variety of first hand experiences and opportunities that will equip them for everyday life. We intend to create confident, resilient, independent learners, with a love of learning and with high aspirations for the future. We encourage our pupils to ask questions, reflect on misconceptions and persevere when finding solutions.
We look for the awe and wonder in the world around us and celebrate our part in this. Through our Christian or individual beliefs, we develop our spirituality and opportunities for reflection and gain an appreciation of the richness and power of mathematics in our everyday lives.
We intend to develop respectful individuals who value keeping themselves healthy in mind and body and make positive contributions to their community. We believe that mathematics is an essential part of everyday life and for understanding the World around us.
Mathematics is taught following the National Curriculum Programme of study and using a manageable ‘small step’ approach.
Each maths lessons allows children the opportunities to develops skills in fluency, problem solving and reasoning. Effective scaffolding and questioning ensures that all children including those with SEN are actively involved within the lesson.
Teaching enables children to make connections between different aspects of mathematics and promotes conceptual understanding.
Teaching is flexible to enable time to revisit previously learned knowledge and embed new learning.
Children have constant opportunities to demonstrate and explain, use manipulatives, consolidate new learning, work in groups, pairs and independently and to deepen their learning.
Learning is supported through the use of modelling, manipulatives and deployment of additional adults.
‘Small step’ formative assessments take place daily as well as termly summative assessments. This allows teachers to plan the next steps in learning or revisit any areas that may need further embedding.
Children are equipped with the skills to confidently make rich connections across mathematical ideas as a result of developing fluency, mathematical reasoning and competence in solving increasingly sophisticated, contextual problems.
Children have a secure understanding of the key strategies, methods, and vocabulary for each key area of the curriculum and can articulate the context in which maths is being taught, relating this to real life purposes.
Through high quality first teaching, guidance and effective feedback, each child will make progress, most children will achieve age-related expectations by the end of each year group and some children will have progressed further to achieve greater depth.
Children are enthusiastic and resilient learners. Children show confidence and perseverance when tackling problems and can apply their maths skills and knowledge to new areas of learning.
Shape Problem Solving
Year 4s and 5s showed great resilience and thinking skills as they had to make certain shapes using only 6 equilateral triangles at a time.