Our Mathematics curriculum has been specifically tailored to meet the unique context of our schools. It is designed to be broad and balanced, providing all pupils with the opportunity to master their learning, develop their skills and deepen their knowledge whilst making sense and giving purpose as to why we learn Mathematics. At Our Lady’s, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Mathematics in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject with the ability to reason mathematically and solve every day problems. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.
At Our Lady’s we believe that all pupils can achieve in mathematics. At Our Lady’s, we believe in a ‘Mastery’ approach where Mathematics is a journey and long-term goal achieved through exploration, clarification, practise and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of a mathematical topic and be able to build on this over time. We believe that children should be able to select which mathematical approach is most effective in different scenarios as their understanding of a mathematical topic becomes deeper.
The 2014 National Curriculum for Mathematics aims to ensure that all children:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
The content and principles underpinning the 2014 Mathematics curriculum at Our Lady’s are:
- Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
- The large majority of children progress through the curriculum content at the same
- Differentiation is achieved by emphasising deep knowledge and through individual support and
- Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural
- Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical
- Teachers use precise questioning in class to test fluency in conceptual understanding as well as fluency of facts and procedures. They assess children regularly to identify those requiring intervention so that all children keep