The National Curriculum for mathematics aims to ensure that all children:
Become in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that children have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems.
by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Can by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
The expectation in the National Curriculum is that the majority of children will move through the programmes of study at broadly the same pace. However, decisions about when to progress is always based on the security of children’s understanding and their readiness to progress to the next stage. Children who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material consolidate their understanding through additional practice, before moving on.
Here at St. Michael’s we meet these three aims by building a sequence following a C-P-A approach in our teaching of Mathematics. The C-P-A approach stands for Concrete - Pictorial – Abstract. This means that throughout the school, we see children using concrete equipment and pictures to support their understanding of more abstract concepts.
Maths lessons are delivered across the Key Stages on a daily basis. We use a wide range of equipment and resources and vary the way the lessons are taught to ensure they are stimulating and engaging for all the different types of learners.