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.
Curriculum Intent: Mathematics
At East Farleigh our aim is to make mathematics exciting, stimulating and real; encouraging children to develop their natural curiosity as problem solvers and think deeply to become more confident mathematicians.
The 2014 National Curriculum for maths aims to ensure that all children:
- Become fluent in the fundamentals of mathematics
- Are able to reason mathematically
- Can solve problems by applying their mathematics
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 Design: Mathematics
We're excited to announce that maths at East Farleigh is undergoing lots of developments as we become a Mathematics Mastery School.
Our aim is to make mathematics exciting, stimulating and real; encouraging children to develop their natural curiosity as problem solvers and think deeply to become confident mathematicians.
What do our pupils think?
Curriculum Impact: Meeting Milestones
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: in the tasks we set (POP tasks) and in comparing a child's work over time. We also use lesson observations to see if the pedagogical style matches our depth expectations.