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MATHEMATICS at MBHT

 

National Curriculum

The 2014 National Curriculum for Mathematics aims to ensure that all children:

  • Become fluent in the fundamentals of Mathematics
  • Are able to reason mathematically
  • Can solve problems by applying their Mathematics 

INTENT

We intend for our children to develop a fluency and understanding of Mathematics, which enables them to engage, reason with and understand its purpose and relevance to everyday life. Through the development of knowledge, reasoning and fluency, children will be able to problem solve and become competent mathematicians with a versatile range of mathematical skills and knowledge.

IMPLIMENTATION

Children explore Maths through a wide range of topics and hands-on opportunities. This exploration is implemented with a range of pedagogical approaches, resources, media, visits, workshops and virtual experiences that enhance the development of knowledge and skills. Our curriculum is planned as such that it provides our children with regular opportunities to revise and revisit their Mathematical learning. Children begin their journey by embedding the fundamental understanding of number and developing mathematical mind to build a positive and resilient attitude to lifelong learning. They present their knowledge in a variety of ways, and through a variety of other curriculum areas, both teacher and child-led.  At MBHT we use White Rose Maths as the basic skeleton of our teaching. This is not used in isolation; Archimedes NE Maths Hub mixed-aged planning is used to support the variety of age and ability within each class. Archimedes Maths planning brings together our mix of year groups to enable a more whole-class approach, as far as is possible within the content of teaching required. 

Children make full use of the Concrete-Pictorial-Abstract approach (CPA) in their development within Maths. All children are able to access learning at a level appropriate to them and their stage of understanding.  The use of manipulatives forms a basis for all teaching to enable children to ‘see’ Maths, which, in turn, will enable them to understand it. Children have lessons specifically on arithmetic to build on and develop their skills in their mathematical facts and fluency, which will reduce the cognitive load on their working memory.

Mathematical vocabulary is an essential part of Maths teaching at MBHT. Relevant and the current vocabulary focus is displayed in the classroom, along with sentence stems, to support children’s understanding, verbal reasoning and problem solving skills. Working walls show the current Maths in action and allows children to access and draw on models & methods, as needed by individual or groups of children, in order to reduce the cognitive load on their working memory and to enable them to concentrate on the focus of the learning. Teachers model methods and explain as they model for children to then practise themselves. Children are provided with resources to support their working, as needed, and to remove unnecessary additional thinking. Problem solving is integral to the learning & understanding of Mathematics and are used at the start of end of a session to assess children's understanding of a concept. 

IMPACT

Children of MBHT leave school as mathematicians who are capable of identifying their own ways of learning.  They are competent individuals with a knowledge and curiosity of the how Maths is relevant in the world around them that equips them with relevant life skills. Children are resilient learners who persevere through a range of problems to find the solution. This is then a platform for children to explore their future with a fundamental understanding of the power of mathematics and the knowledge to utilise this to their advantage.

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