At Aureus Primary School, we teach for a deep understanding of mathematical concepts. We aim for all our pupils to develop into confident mathematicians who are curious to explore, question and reason mathematically using the GLOW maths planning guidance, for our Reception classes and the Maths Nav scheme for KS1 and beyond.
Our approach to teaching mathematics is fully inclusive. We do not believe that our pupils have a fixed ability - so much so that we have eradicated the terms ‘low ability’ and ‘high ability’ from our school vocabulary. We believe that all pupils have the potential to become mathematicians through participating in our carefully designed maths lessons.
We have a strong focus on pupils using equipment and maths manipulatives, such as Numicon and Cuisenaire, to secure their understanding of the maths being taught, as well as the ability to calculate fluently.
Our curriculum provides opportunities for all pupils to reason and problem solve, to articulate their thinking and work on sophisticated challenges both independently and collaboratively. In order to develop both procedural and conceptual understanding, with sound ‘number sense’ and ability to recall and calculate efficiently. We teach two types of maths lesson in KS1/2. A fluency lesson followed by a Mastery lesson.
Meaningful feedback, an emphasis on number sense, communication and conceptual understanding to develop mathematical thinking are therefore essential components of Aureus Primary School’s approach to learning and teaching in mathematics.
The key features and characteristics featured in our Maths Curriculum:
- Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.
- The large majority of pupils progress through the curriculum content at the same pace.
- Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
- Pre-teach interventions that focus on subject knowledge and growth mindset are used to ensure children have the confidence and understanding to access the learning in class
- Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
- Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.
- Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up.
- Children are articulate in explaining and justifying their thinking when answering questions.
- Children have opportunities and are taught to work both collaboratively and independently
The intention of these approaches is to provide all children with full access to the curriculum, enabling them to achieve confidence and competence – ‘mastery’ – in mathematics, rather than many failing to develop the maths skills they need for the future.