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Maths

Maths Curriculum Intent Statement

We want our children to be mathematically fluent; able to use and apply their skills to address problems; explain reasoning clearly and effectively to others; as well as remain curious and want to explore mathematics further in and out of school.  

 

We teach maths using the ‘Maths No Problem’ scheme: an approach to teaching that has been successfully developed over a large number of years in Singapore and is highly respected by professionals abroad and in the UK.

 

Fluency, using and applying, and reasoning are core parts of the scheme. It uses the Concrete, Pictorial, Abstract (CPA) approach in order to develop understanding and allows pupils to spend enough time to fully explore a topic, reinforcing it with practice, before moving on. All ideas are built on previous knowledge and relationships between topics are developed.

 

In line with the element of our Biblical Vision concerned with inclusion, we modify and supplement elements of the scheme to match the specific requirements of the children at Chevening and to ensure that it is bespoke to their needs. (Please see the maths curriculum aims document.) Aspects not directly related to maths such as Christian Values, British values and the school context are included when considering how to modify the scheme.

We want pupils to have the courage and perseverance to tackle challenging questions. While we aim to ensure that there is access to the questions for all levels of ability, there is the scope to challenge and inspire pupils to aim high and develop analytical thinking. Our adopted parable of the Mustard Seed in our Biblical Vision can be used to help people recognise how each tiny step in our learning is valuable and grows. Our aim to challenge with ‘low threshold, high ceiling’ activities is related to the branch of our Christian vision relating to inclusion. We want all to develop perseverance as well as the joy of discovery, irrespective of current attainment level; and to foster a positive attitude towards mathematics.

 

Homework is set weekly. The core being a set of questions which tackle a variety of maths areas. The aim is to quickly consider knowledge and skills; and adapt this to be used efficiently and accurately. Pupils have access to programs which can be used at home to help with recall and fluency. Other homework has a greater focus on reasoning and investigating.

 

Lessons typically contain the elements listed below:

  • Introductory Task – the entire class spends time on a question guided by the teacher. The children are encouraged during this time to think of as many ways as possible to solve the question. Approaches are discussed and modelled.
  • New Learning – the teacher introduces and explains the new learning for the lesson.
  • Guided Practice – children practice new learning in groups, pairs or individually.
  • Independent Practice – children practice on their own. Once children have mastered the concept, reasoning and problem-solving skills are used to develop greater depth of understanding.
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Key points about Maths No Problem:

  • A highly effective approach to teaching maths based on research and evidence.
  • Builds students’ mathematical fluency without the need for rote learning.
  • Introduces new concepts using Bruner’s Concrete Pictorial Abstract (CPA) approach.
  • Pupils learn to think mathematically as opposed to explicitly relying on and reciting formulas or procedures.
  • Teaches mental strategies to solve problems such as drawing bar models.

You can find out more at the Maths No Problem website.  
Times Tables Rockstars is used as a tool to help develop fluency in multiplication tables.

The progression in skills for Maths can be found here.

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