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Mathematics

At Blessed John Duckett RC Primary School, it is our intention to provide a mathematics curriculum:

 

That is high-quality therefore providing a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.

Maths is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems.

 

At BJD to expect all children to:

 

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

 

  • be able to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

 

  • solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

 

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.

 

The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

 

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace.  However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.

 

  • Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.

 

  • Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

 

  • Every opportunity is provided to enhance children’s experiences both in and outside the classroom, by way of outdoor learning, community links, educational visits and visitors.

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