Engaging, exciting and empowering lifelong learners through a creative, mastery-based curriculum

Our curriculum is centred around developing the whole child: from their head, to their heart, to their hand.

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The characteristics of a mathematician at East Farleigh:

• An understanding of the important concepts and an ability to make connections within mathematics.

• A broad range of skills in using and applying mathematics.

• Fluent knowledge and recall of number facts and the number system.

• The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.

• The ability to think independently and to persevere when faced with challenges, showing a confidence of success.

• The ability to embrace the value of learning from mistakes and false starts.

• The ability to reason, generalise and make sense of solutions.

• Fluency in performing written and mental calculations and mathematical techniques.

• A wide range of mathematical vocabulary.

• A commitment to and passion for the subject.

Curriculum Ambition: Mathematics

A knowledge of maths helps us to develop an understanding of the important concepts and an ability to make connections within the wider world – links are made with secondary schools and career links such as banks/accountancy firms. Through these links we aim to develop lifelong learners. We strive for all pupils at East Farleigh to develop a sense of curiosity, excitement and enjoyment for mathematics and master a broad range of skills in using and applying mathematics.

At East Farleigh we encourage children to use their ability to think independently and to persevere when faced with challenges, showing a confidence of success. We use mistakes and misconceptions as an active part of learning within lessons to empower children to question their thinking and provide challenge through rich problem solving activities. We provide our pupils with opportunities to engage in real-life scenarios where they are able to apply their fluency and mathematical reasoning. Children at East Farleigh are excited about learning maths, this is evident through pacey and lively lessons.

We believe that when introduced to a new concept and throughout maths lessons at East Farleigh, children should have the opportunity to build competency by using the CPA approach. Concrete – Children have the opportunity to use concrete manipulatives and objects to help them understand what they are doing. Pictorial – alongside concrete manipulatives, children should use pictorial representations. These representations can then be used to help children reason and solve problems. Abstract - children are able to attempt more abstract problems and deepen their understanding through using concrete and pictorial representations.

Curriculum Design: Mathematics

We are currently in the Embed stage of the Maths Mastery approach. Mastering maths means all pupils acquire a deep, long-term, secure and adaptable understanding of mathematical concepts. ‘Teaching for mastery’ describes the elements of classroom practise and school organisation that combine to give pupils the best chances of mastering maths. The National Curriculum and White Rose Maths curriculum progression with the application of Power Maths teaching resources, ensures appropriate development through year groups. NCETM Mastery resources are used to introduce concepts and the Gareth Metcalf ‘I See’ range is used to further children’s thinking. This ensures that skills and knowledge are learnt over time and sequenced appropriately to maximise the learning of all pupils. Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same content. This ensures that pupils can master a concept before moving on, allowing no pupil to be left behind. Maths is taught daily as a split session. This reduces cognitive load and gives children an opportunity to apply their learning. If a pupil fails to grasp a concept, this is quickly identified and teachers are able to tackle misconceptions allowing children to ‘keep up not catch up’ by providing ‘in the moment’ targeted support rather than retrospective intervention.

Maths Progression Pathway.pdf

Curriculum Concepts: Mathematics

  • Know and use numbers – this concept involves understanding the number system and how they are used in a wide variety of mathematical ways.

  • Add and subtract – this concept involves understanding both the concepts and processes of addition and subtraction.

  • Multiply and divide – this concept involves understanding both the concepts and processes of multiplication and division

  • Use fractions – this concept involves understanding the concept of part and whole and ways of calculating using it.

  • Understanding the properties of shape – this concept involves recognising the names and properties of geometric shapes and angles

  • Describe position, direction and movement – this concept involves recognising various types of mathematical movements

  • Use measures – this concept involves becoming familiar with a range of measures, devices used for measuring and calculations

  • Use statistics – this concept involves interpreting, manipulating, and presenting data in various ways

  • Use algebra – this concept involves recognising mathematical properties and relationships using symbolic representations

Meeting Milestones: Mathematics

As part of our curriculum philosophy, built on around the concept of mastery and learning being a change to long-term memory, it is impossible to see impact in the short term. We do, however, use assessment based on deliberate practice. This means that we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long run. We use comparative judgement in two ways: pre/post unit assessments and standardised assessments to gather assessment longer term impact of teaching and retention of knowledge. We also use lesson observations to see if the pedagogical style matches our depth expectations.

End of year teacher assessments, which take into account engagement in lessons, quality of outcomes and results from any POP/ summative tasks, help to form a judgement about a child's attainment within the subject.

What do our pupils think?

I like maths because it is really interactive. We use manipulatives and different representations to explain our ideas.

Year 6

I love how challenging maths can be!

Year 5

Maths is great fun! I love adding and subtracting.

Year 2

Although maths is challenging, we know that we can use the working wall or ask our peers and adults for support.

Year 4

Aspirations For The Future

  • Astronaut

  • Web Developer

  • Engineer

  • Games Creator

  • Architect

  • Doctor

For more information on the above careers or more, search First Careers