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Maths Curriculum

Mathematics at West Bridgford Infant School

Mathematics 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. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Therefore, at West Bridgford Infant School, a high-quality mathematics education provides 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.

 

The national curriculum for mathematics aims to ensure that all pupils:

  • 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.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • 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. 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. They should also apply their mathematical knowledge to science and other subjects.

 

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.

Long Term Maths Planning

The EYFS Statutory Framework and National Curriculum used as the basis for our planning and teaching. We adapt the White Rose Maths planning materials to help us deliver the National Curriculum in a way appropriate and meeting of the needs of all the children at West Bridgford Infants School. Learning is sequenced to builds on a child's prior learning and revisit the skills and knowledge previously taught. 

 

Click here to view the White Rose Maths website and here for a Parent FAQ about White Rose Maths.

How we teach Mathematics

The below documents show the calculation strategies taught for the four operations of addition, subtraction, multiplication and division at West Bridgford Infant School. It has been written collaboratively amongst staff to ensure consistency and progression throughout the school so that prior Maths learning can be built upon. Each 'stage' is not specifically attributed to a particular year group; this helps ensure children are only moved onto the next stage when they are confident and ready.

 

Each stage shows key vocabulary explicitly taught as well as key concrete (practical), pictorial and abstract (written) representations for said operation. Children will be introduced to these three representations concurrently to embed a deep understanding of the mathematical concept.

The below document details how we teach the children to form their numbers at West Bridgford Infants School.

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