Our Aims and Approach
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.
At Hawksworth Wood Primary School, all children take part in daily mathematics lessons, in which arithmetic, reasoning and problem solving are integrated to provide children with a rich and challenging mathematics curriculum.
There are a number of principles that underpin the ethos and aims of our mathematics curriculum at Hawksworth Wood Primary School; factors that we believe will allow our children to become independent, curious, creative, resilient, aspirational and confident learners in mathematics and the wider curriculum.
Developing a strong sense of number at an early age…
Mathematics, as most of us know it, is an abstract concept that only really has meaning when given real-life context, through objects, pictures, stories and experiences. From their first days at Hawksworth Wood, children are encouraged to develop a strong understanding of what number actually means. From developing a stable foundation in the principles of counting, to fluently representing numbers in a variety of ways – these early experiences give the children a great start on their mathematical journey.
The use of concrete resources and pictorial representations are key to this approach, as well as the questioning and expectation that children reason and justify what they think and know.
Becoming fluent and confident within arithmetic and mental maths…
This is a key principle to our approach as we know how important the fundamentals are to developing confidence and fluency in mathematics and how they provide the foundations needed to be successful in other areas of maths.
All classes have a consistent, embedded routine for developing and progressing arithmetic skills, including regular teaching time, rehearsal time and weekly assessments that feed into future teaching.
Wherever possible we aim to give children opportunities to discover their learning for themselves by providing well planned activities that will develop discussion, require reasoning and expose mathematical patterns and structures. We want children to develop a deep understanding of mathematical concepts; not just a superficial ability to carry out procedures.
Teaching sequences aim to develop learning and build in steps that deepen understanding and expose specific mathematical concepts. This may involve different groups of children working on different tasks at the same time.
Lessons that are language rich…
Lesson tasks and teacher practice aim to develop confidence in the use of appropriate, subject-specific language.
As identified in our curriculum intent, our teaching aims to develop language development and comprehension. Through direct teaching and through task design, children should be exposed to and be expected to use appropriate language in maths lessons by reading, explaining, reasoning, discussing and questioning.
Learning that develops conceptual understanding…
When new concepts are introduced, concrete and pictorial strategies are used to develop conceptual understanding and to allow children to develop a deeper sense of why, what and how. The stronger this understanding is, the more quickly children will be able to make links and work fluently.
Challenging children to fulfil their potential…
Through carefully designed lessons we aim to ensure that all children are challenged at the appropriate level and that wherever possible we facilitate children to gain a deeper understanding of the mathematics they are learning. Mistakes are welcomed as opportunities to learn and we understand that you can only truly progress if you are being expected to think at a level that is challenging.
An integrated approach…
Reasoning and problem solving should be at the heart of quality maths teaching. All children should be involved in this practice in almost all lessons.
Through the use of a variety of questioning styles, tasks are designed to develop the fluency and fluidity with which children are able to use the skills they have learned. This enables children to experience mathematics in a variety of ways: concrete pictorial and abstract.
We believe it is important to vary the way problems and concepts are presented to children so that they experience unfamiliar contexts and become confident in applying what they have learned to new situations and are able to make links between areas of mathematics.
Responsive teaching and robust assessment…
Our teaching is responsive to the needs of our children. Through a range of assessment procedures, we identify children that are struggling to make progress and implement strategies to support them to do so.
Click on the link below to open a document which provides an at-a-glance look at the KS1 and KS2 Mathematics curriculum, showing how specific areas of maths progress over the primary phase of education. The document shows what children will be working on in each year group and how that builds on their previous learning in that topic area.
At Hawksworth Wood Primary School we follow the White Rose Maths Curriculum Overviews. Below are the links to the Curriculum Overviews for each year group.
Throughout the year teachers will use these overviews, the National Curriculum and the White Rose ‘small steps’ to guide the learning that will take place in their classrooms, skillfully creating and selecting tasks, activities and resources to support children’s progress in these areas.
The time spent on each area of learning will be judged by the class teacher and consolidation time allows flexibility to spend longer on areas, if required, or to revisit areas.
PLEASE CLICK ON THE LINKS BELOW TO OPEN.