We aim to provide the children with the knowledge, skills and understanding to become confident Mathematicians through a range of practical and written activities, which have relevance to real life.
As a core curriculum subject, Mathematics is given a high priority throughout the school. We aim to give each child the skills and knowledge to be fluent mathematicians, who are equipped and confident problem solvers. When teaching mathematics at South Harringay School, we aim to use a variety of teaching methods and resources that allow all children equal access to mathematics and to experience success and enjoyment.
By using statutory curriculum criteria and other relevant planning documentation, we ensure that every year group covers and builds on each area of mathematics. Our progress maps provide a clear progression model for learning and can be viewed below.
Our curriculum allows children to revisit and build on concepts each term and yearly. We use the concrete, pictorial and abstract (CPA) approach to sequence our lesson content to provide children with the necessary scaffolds to access the learning within a lesson.
We strongly support the theory that mental computation is the foundation of being numerate. We teach mental maths at the beginning of every maths lesson. Similarly, we consider the application of mathematics to problem solving and reasoning.
Irrespective of personal starting points, children will explore maths in depth, and use a range of mathematical vocabulary to reason and justify. Children will persevere by building on previous knowledge and skills, and apply these to a wide variety of contexts both within maths and across the curriculum. They will appreciate the relevance of maths in real life situations, recognising that it is not simply ‘sums’ and ‘rules’.
All classrooms reflect mathematical learning and teaching. Teachers use displays as working walls to reinforce, model and extend the children’s current learning. Collaborative and independent methods of working are taught and encouraged within and across ability groups.
Our Progress maps provide a clear progression model for learning and are based on those produced by National Centre for Excellence in the Teaching of Mathematics. The maps can be viewed below: