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Mathematics

Our aim is that pupils will be equipped with the skills needed to be fully numerate and logical individuals who can apply reasoning to a range of real life mathematical problems.    

 

Research shows us that many adults do not have a positive image about themselves as mathematicians.  It also shows that where parents share this negativity with their children, simply by saying things like 'I was never very good at maths when I was at school', their children score lower on every measure than the children of those parents who chose to break the cycle and not pass on their own negative feelings, even if they had them. Research suggests that although negativity of this sort impacts on all children, girls are particularly susceptible to giving up and expect not to do well if they believe their mothers' are bad at maths.  We all know that attitude can impact on outcomes so we ask all parents to make the decision to be positive about maths, whatever their own feelings.  This really does give your child a massive head start.

 

The national curriculum for mathematics aims 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.

 

ALL pupils should enjoy equality of access to the provision of a high quality curriculum that will:

  • extend each pupil to his or her fullest potential, building on previous experiences and recognising individual capabilities;

  • enable pupils to achieve a high standard in numeracy and a range of other mathematical skills and apply these skills with confidence and understanding when solving problems;

  • foster interest, confidence and enjoyment in mathematics and inspire pupils to appreciate the mathematics of many cultures;

  • provide opportunities to apply mathematical learning in everyday situations and enable pupils to use and apply their knowledge in the world outside;

  • enable pupils to have a sense of the size of a number and where it fits in the number system and know by heart number facts such as number bonds, multiplication facts, doubles, and halves;

  • enable pupils to:

    1. calculate accurately and efficiently, both mentally and with pencil and paper, drawing on a range of calculation strategies and understanding of the required operations,

    2. recognise where it is appropriate to use a calculator, and be able to do so effectively.

  • encourage pupils to explain their methods and reasoning and use correct mathematical terms and to judge whether their answers are reasonable and have strategies for checking them.

  • provide contextual challenges which span the whole application of mathematics, including the use of data, geometry and measures.

     

Numeracy is a proficiency which involves confidence and competence with numbers and measures. It requires an understanding of the number system, a repertoire of computational skills and an ability to solve number problems in a variety of contexts.

At Castle Hill, numeracy and mathematics are closely integrated with our pupils developing a proficiency in numeracy through the wider contexts of mathematics.  This is a key basic skill and as such we look for as many opportunities as we can to allow children to practise and develop their knowledge and understanding in a range of real life and cross curricular situations.

 

All mathematics lessons are based upon common objectives for the class. Within each part of the Mathematics lesson, there is suitable differentiation to meet the needs of individuals, classes and groups.

 

In Key Stage One we place great emphasis on number.  Pupils are taught place value, number bonds and the four operations of addition, subtraction, multiplication and division in a range of ways including the Numicon and Maths Makes Sense schemes.  Once confident with the number system, including basic fractions and negative numbers pupils are taught to apply their knowledge to other aspects of mathematics.

 

More able mathematicians in Key Stage Two study the Key Stage Three Curriculum, both through specialist teaching here and via a weekly visit to a local Secondary School.  In exceptional circumstances pupils follow the GCSE syllabus with us, and sit the exam at a local Secondary School. 

 

If you would like to improve your maths please speak to us, we regularly run workshops to help you support your child with Maths at home, but if you really want to get a head start on your child talk to us about some of the adult learning opportunities available.

 


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