We intend to provide a curriculum that caters for the needs of all pupils, providing them with the necessary skills and knowledge to be successful in their future endeavours. High quality activities which focus on fluency, reasoning and problem solving will sustain levels of challenge and prepare them for life beyond the school gate, in the wider community. Pupils will be taught to show their workings using concrete, pictorial and abstract examples and should explain their choice of methods to develop their mathematical reasoning skills. Resilience, independence, adaptability and perseverance are encouraged as a necessary step to learning and to develop their ability to make connections and see patterns that will enable them to make sense of the world around them.
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. At Dudley Wood, we use Development Matters and Vygotsky Maths to ensure our children in EYFS study the key skills of number, calculation and shape, developing a deep understanding and acquisition of mathematical language.
Children in KS1 and KS2 study mathematics daily, following White Rose Maths Scheme of Learning, focusing on small steps through a carefully sequenced learning pathway.
We implement our approach through high quality teaching, delivering appropriately challenging work for all individuals.
Evidence in Knowledge
Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures. This includes the recollection of multiplication tables.
Evidence in Skills
Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. Their work demonstrates a flexibility and fluidity in moving between different contexts and representations of maths. Children show a high level of pride in the presentation and understanding of the work. Their work demonstrates their ability to recognise relationships and make connections in maths and other curriculum areas. Teachers plan a range of opportunities to use maths inside and outside school.
Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.
Summative assessments are completed at the end of each unit of work, termly and at the end of each academic year.
Statutory Assessments take place at the end of each key stage:
Characteristics of a mathematician
Whole school overview