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Numeracy

Our aim at Henry Whipple is that all children develop an understanding and love of maths and numeracy.  We will aim to foster this by providing an interesting, rigorous curriculum that builds a willingness to investigate and experiment with numbers and shapes, built on the foundations of secure understanding.

 

MISSION STATEMENT

The maths curriculum implemented in this school aims to ensure that all pupils:

  1. Become FLUENT in the fundamentals of mathematics, with increasingly complex problems over time, so that they develop conceptual understanding and are able to recall and apply knowledge rapidly and accurately.
  2. REASON MATHEMATICALLY by following a line of enquiry; conjecturing relationships and generalisations; developing an argument, justification or proof using mathematical language.
  3. Can SOLVE PROBLEMS by applying their mathematics to routine and non-routine problems, breaking them down into a series of simpler steps and persevering.

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The content of the Maths curriculum is broken down into six key areas of study:

  1. NUMBER – including the four operations and fractions.
  2. MEASUREMENT – including time and money.
  3. GEOMETRY – including position and direction.
  4. STATISTICS (from Y2) – including interpreting data.
  5. RATIO & PROPORTION (formally from Y6) – including solving shape programs with a scale factor.
  6. ALGEBRA (formally from Y6) – including using simple formulae.

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CURRICULUM PLAN 2016/17

Implement a whole-school Times Tables Challenge to ensure greater fluency with a key aspect of arithmetic so to maximise problem solving potential. Weekly challenges are in place for children to have a goal to aim for.  

 

A daily stand-alone session has been timetabled in called 'Magic Maths'.  This has a focus on the mathematical reasoning strand of the subject, as well as a speedy approach to improve fluency.  This is planned by each teacher to link to learning gaps evidenced by our whole school assessment.

 

Intervention of specific groups of children to ensure continued rapid progress leading to greater numbers of age-related attainment by the end of each year group and key stage.  The intervention materials that will be used offer supportive yet challenging steps to success in all areas of mathematics, especially number.

 

 

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