Mathematics

At Newchurch, we believe that mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

The mathematics curriculum works in conjunction with White Rose and Maths Hub establishments and aims to develop the children’s base fluency through consistent arithmetic and mental calculation. This fluency is then applied through reasoning and problem solving challenges in order to develop conceptual mathematical understanding.

Newchurch recognises that mathematics can be an area of the curriculum which presents engrained and rehearsed misconception, therefore it is the aim of all staff to ensure that the teaching of mathematics offers accurate and timely assessment which allows all pupils to make progress and gain the applicable knowledge and skills which they can use as they progress beyond the primary phase. In order to achieve this, teaching and learning will be practical, extend beyond the classroom and offer relevant context to all learners.

Aims

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

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems

• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mastery Expectations
Progression Documents