Curriculum Design at St. Wilfrid’s Church of England Primary Academy
Curriculum Area: Mathematics
Curriculum Leaders: Miss Clayton, Miss Blackledge, Mrs. Kohler, Mrs. Newman and Miss Bullen
Curriculum Link Governor: Mr. Salisbury
Mathematics at St. Wilfrid’s Church of England Primary Academy is a creative and highly inter-connected subject, underpinned by the three aims of the National Curriculum: fluency, reasoning and problem solving.
Our intent is for all children to become fluent mathematicians, who are able to confidently recall and apply mathematical knowledge and demonstrate conceptual understanding. We aim for all of our children to be proficient users of mathematical language, which will support them in their mathematical reasoning in different contexts. Our ambition is for children to become competent problem solvers, through applying their mathematical knowledge to wide range of problems, in maths lessons, other subjects and in ‘real life’.
Our Christian Values and Distinctiveness, alongside our School Mission Statement of ‘Achieve, Believe and Care’, are at the heart of our curriculum and all that we do at St. Wilfrid’s.
In Mathematics, we implement an inclusive curriculum that meets the statutory requirements of the National Curriculum. We use ‘Focus Education’ as a spine, to support our planning and teaching of Maths. We supplement this with a wide range of other high-quality teaching and learning resources, which include, White Rose Maths Hub, NCTEM, Nrich and Headstart.
At the beginning of each Maths topic, children demonstrate their prior knowledge, which informs planning and teaching. A series of stimulating lessons are planned, with clear learning objectives, which develop an understanding and fluency in the use of subject-specific vocabulary.
Our Maths curriculum is delivered through highly effective ‘quality first teaching’. All children, when introduced to a key new concept, have the opportunity to build competency in this topic. Children are encouraged to physically represent mathematical concepts. Models and images are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
Opportunities are planned for ‘deep learning’ across the maths curriculum, enabling children to explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding.
Teachers assess learning in Maths against the age-related descriptors. Enrichment opportunities, including outdoor learning, provide our children with rich experiences and enhance teaching, learning and knowledge.
Our well-planned Maths curriculum ensures that children are fluent and confident mathematicians, who exude an enjoyment and curiosity about the subject. Our children are enthusiastic and competent mathematical problem solvers, within maths lessons and across the curriculum. Children perform consistently well in Mathematics and are very well prepared for the next stage in their education.