Maths Curriculum Intent
We believe that students deserve a creative and ambitious mathematics curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for everyday life and future employment. Our mathematics curriculum will give students the opportunity to:
- become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply 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 challenges which deepens their understanding.
- can communicate, justify, argue and prove using mathematical vocabulary.
- develop their character, including resilience, confidence and independence, so that they contribute positively to the life of the school, their local community and the wider environment.
Maths Curriculum Implementation
To ensure whole consistency and progression, Hale Academy use The White Rose Maths Scheme. Children are encouraged to solve problems each day using concrete resources, pictorial representations and abstract thinking (the C-P-A approach). This helps children tackle concepts in a tangible and more comfortable way.
- Teachers reinforce an expectation that all children can achieve high standards in Mathematics.
- Most of the children progress through the curriculum content at the same pace using concrete resources and pictorial representations. Differentiation is achieved by emphasising deep knowledge using mastery challenges and through individual support and intervention.
- Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
- Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up. Children’s explanations and their proficiency in articulating mathematical reasoning, with the precise use of mathematical vocabulary, are supported using stem sentences.