Maths Overview
Based on the principles of the mastery approach and designed to build upon prior learning, our curriculum is taught through a carefully planned sequence of units of mathematical learning. We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through manageable small steps. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich, open-ended problem solving.
Our approach
We have adopted a Concrete-Pictorial-Abstract (CPA) approach which forms an integral part of the learning process. Concrete is the practical stage using objects to model problems, bringing concepts to life by allowing pupils to experience and handle physical objects themselves during problem-solving and group work. Pictorial uses representations of the objects to model problems by drawing or looking at pictures, diagrams or models which represent the objects in the problem. Abstract is the symbolic stage where pupils are able to use abstract symbols using only numbers, notation and mathematical symbols such as +. -, x, ÷. Although CPA is shown as three distinct stages pupils will go back and forth between each representation to reinforce their understanding of concepts.
At Easterside, we pride ourselves in equipping our pupils with the necessary knowledge and skills that will enable them to be capable mathematicians. One of the ways we do achieve this is through a developing a culture of automaticity and proficiency. We want our pupils to have key facts on hand to develop their speed and help them to access more complex areas of maths in a deeper way by building these foundations first.
We achieve this through a number of ways, including:
- Mastering Number Programme
- Daily Counting, pattern seeking and problem solving
- Daily flashback 4s
- Emile
Aims
Our curriculum aims to ensure that all children:
- Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that children have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately
- 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.
Keep up, not catch up
Quality time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no child to be left behind.
If a child fails to grasp a concept or procedure, this is identified quickly and additional support through conferencing time ensures misconceptions are addressed and learning can move forward.
Year Group Overviews
Maths Vocabulary