St Clement’s Primary School has been fully engaged with the revised Mathematics curriculum since September 2014, and we’ve been very happy with the way in which the children have embraced the new approach to deepening their understanding of Maths.
We share the belief 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 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.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between mathematical ideas. Pupils are supported to identify the rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They will also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. We strongly believe in developing a depth of understanding, rather than pushing children on to the next year group’s curriculum; a philosophy which is echoed in the revised curriculum documentation.
Those who are not sufficiently fluent with earlier material will consolidate their understanding, including additional practice, before moving on.