The content and principles underpinning the 2014 mathematics curriculum and the maths curriculum at High View reflect those found in high-performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China. These principles and features characterise this approach and convey how our curriculum is implemented:
Teachers reinforce an expectation that all children are capable of achieving high standards in mathematics.
The large majority of children progress through the curriculum content at their age-related level engaging in appropriate, cognitively challenging activities.
The curriculum is organised and sequenced so that children can master key foundational knowledge; this careful sequencing guarantees long-term learning for all children. Lessons are planned using NCETM spines and Professional Development materials. Ready-to-Progress resources, the National Curriculum and DFE guidance are also utilised, alongside Braining Camp, I See Reasoning and NRich problems. A Concrete-Pictorial-Abstract approach is encouraged, whereby all children have opportunities to develop a deep conceptual understanding to help them become competent mathematicians in line with a Teaching for Mastery approach. Lessons are planned based on formative assessment of what students already know and we include all children in learning mathematical concepts. Therefore, children are taught in whole class mixed ability groups and are supported in moving along at the same pace. Children are then further supported through scaffolds or consolidation tasks whilst quick graspers move onto more challenging problem solving and reasoning. These groupings are fluid and will change daily based on children’s understanding. However, all children are exposed to problem solving and reasoning throughout the teaching sequence. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. It is vital that the children at High View are proficient in core knowledge which can be recalled with speed and accuracy. Alongside the rich experiences which foster and develop mathematical thinking, it is important that our children gain fluency with basic facts. Number fact knowledge is carefully sequenced and monitored throughout school to ensure a secure foundation of knowledge for the children’s mathematical journey of learning. This begins with the use of ‘Mastering Number’ and ‘Numbots’ from EYFS throughout Key Stage 1. Mastering Number continues at Key Stage 2 with a focus on developing children’s multiplicative reasoning and automaticity of multiplication facts.