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Norbury School

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Mathematics

To see clear progression of Maths reflected across the school and that topics covered are revisited throughout each year so that pupils can build on recall skills which will support in retaining their knowledge of that topic. Retaining this knowledge will help them to apply the skills that are taught in that year but also in the following years – this is where we will see clear progression.

To build curiousity and confidence in pupils. Maths may come up with only one answer, it not subjective like writing, however there are many avenues to get to that answer; drawing, manipulates, role play, calculations etc. Majority of Pupils are EAL and high number of SEND pupils and so this provide opportunities for them to be successful in Mathematics by incorporating different learning styles.

Pupils should be expressive and creative in how they problem solve instead of being shown ‘how to’ with a written strategy. Curiosity is not built from knowing what to expect – it is the excitement of not knowing.

Removing the fear of making mistakes and using resources to support understanding; celebrate the different ways that we can reason and problem solve. Mathematics teaches more than just number – it teaches us to reason and problem solve but these skills go beyond the classroom.

Curriculum Thinking

  • Culture capital in Mathematics – it is a universal language. Encompassing various strategies that allow pupils to find one that suits their learning style. Parents were also asked to send in their own strategies they may use at home or have been taught so that we can keep this consistent at school.
  • Pre and Post Test Diagnostics for Number and Place Value – these can be used as our ‘no threat’, ‘low stake’ way of assessing at the end of summer term to help see where gaps may be in the summer.
  • Manipulatives used across the school in all lessons

 Curriculum Overview

mathematics curriculum overview.pdf

 

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