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Our Curriuclum Intent

At Mayfield CE Primary, our Mathematics curriculum is designed to develop children who are confident, agile mathematicians. We aim to help our children to understand the role of Maths in everyday life, how it can be life-enriching and enable them to make a positive contribution to society. Through our core Christian values of Compassion, Respect, Responsibility and Perseverance, we believe that all children can be successful, creative and curious learners. Mathematics is an interconnected subject and we want our pupils to be able to move fluently between representations of mathematical ideas. Our curriculum is coherently planned and sequenced to ensure that all pupils develop sufficient skills and knowledge to reason and problem solve with increasing fluency and independence, ensuring that they are ready for the next stage of their learning.

We aim for all pupils to:

  • become fluent in the fundamentals of mathematics so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, generalising and justifying ideas using mathematical language.

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

Our Curriuclum Implementation

At Mayfield C E Primary we teach the National Curriculum through a Maths Mastery approach, drawing upon materials from two leading resources (White Rose Maths and the NCETM Primary Spines). Mathematics lessons are taught daily for 50-60 minutes and follow the blocks of learning set out in the White Rose scheme, allowing for depth and breadth of learning within each strand of mathematics. In addition to the core lesson, we allocate 10 minutes per day to teach fluency in mental calculation.

Central to our approach are the 5 Big Ideas which underpin mastery in mathematics.

Elements of our Mastery Approach

  • Coherence: Our lessons are broken down into small connected steps that gradually unfold the concept, providing access for all pupils and leading to a generalisation of the concept and the ability to apply this to a range of contexts.
  • Representation and structure: Children engage with a wide and varied range of concrete manipulatives, pictorial representations and abstract methodologies within each session. Cohesive use of CPA is a fundamental part of mastery in mathematics for all learners, not just those pupils with SEND. Concrete and pictorial references scaffold and strengthen understanding and are widely used as a teaching and learning tool from Foundation Stage to Year 6 to support pupils with making connections.