020 8556 0103     school@downsellprimary.waltham.sch.uk     Downsell Road, Leyton, London, E15 2BS  

Maths

Curriculum overview

Here at Downsell, we ensure that our Maths offer incorporates the intent of the National Curriculum. 

 
National Curriculum Intent
The national curriculum for mathematics intends to ensure that all pupils:

1. 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.

2. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

3. Can 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.



At Downsell we have transitioned to the use of the White Rose scheme for our maths curriculum from EYFS – Year 6.

The White Rose schemes of learning are designed to support a mastery approach to teaching and learning and have been designed to support the aims and objectives of the new National Curriculum. 
We have chosen White Rose as our scheme of learning because the schemes of learning:
  1. have number at their heart.  A large proportion of time is spent reinforcing number to build competency
  2. support the mastery approach, encouraging depth before breadth
  3. provide plenty of opportunities to build reasoning and problem solving elements into the curriculum.
 
Concrete – Pictorial – Abstract
White Rose is built on the belief that all children, when introduced to a new concept, should have the opportunity to build competency by taking the approach of concrete-pictorial-abstract.   
This means that:
  1. children should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing.
  2. alongside this, children should use pictorial representations.  These representations can then be used to help reason and solve problems.
  3. both concrete and pictorial representations should support children’s understanding of abstract methods. 
 
Mathematical vocabulary
One of curriculum intents is for our children to leave our school as a mathematician. In order to do this we recognise the importance of a high quality curriculum and the explicit teaching of mathematical vocabulary. As a school we recognise that supporting children to improve their subject specific vocabulary is essential for them to grow as learners. In Maths we have key vocabulary introduced in lessons and displayed on flip charts to support this. We have also adopted the use of stem sentences to model to children how to use the key words in sentences and to support them with structuring their discussions about mathematical activities. 
 
Further information for parents /carers
White Rose Maths have teamed up with TV presenter, teacher and parent Michael Underwood to bring you a mini-series called Maths with Michael. We understand that many parents feel like maths has changed and can sometimes find it difficult to keep up to date with modern teaching methods in maths.
Follow the link below to watch a short video about White Rose Maths and common questions parents ask.
 
 https://whiterosemaths.com/maths-with-michael#watch








 


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Leyton
London
E15 2BS
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