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. A high-quality mathematics education therefore 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.
As a Maths school, Maths is at the heart of our curriculum. Our aim at Southborough C of E Primary School is to give children skills, understanding and enjoyment of the subject. Maths is taught by following the objectives outlined in the National Curriculum and adapted according to the needs of the children.
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
The whole class works through the programme of study at the same pace with ample time on each topic before moving on. Ideas are revisited and deepened at higher levels as the curriculum spirals through the years.
At Southborough we follow the principles of Singapore maths using the
‘Maths No Problem’ resources. Singapore Maths is an amalgamation of global ideas delivered as a highly effective programme of teaching methods and resources. This approach is based on research from experts such as Jerome Bruner, Richard Skemp, Jean Piaget, Lev Vygotsky and Zoltan Dienes and creates opportunities for all children to achieve mastery at maths and learn without limits.
Tasks and activities are designed to be accessible for all pupils to enter while still containing challenging components. Text books and work books are used daily to scaffold and extend learning, children may journal and record on whiteboards, verbally or more formally in their gridded books. For higher attainers, the textbooks and learning activities also contain non-routine questions for pupils to develop their higher-order thinking skills and apply their mathematical thinking to other contexts. Teachers use a range of assessment strategies to ensure that all children are well planned for challenge to reach their next goal.
Lessons and activities are designed and taught using problem-solving approaches to encourage pupils’ higher-level thinking. The focus is on working with children’s core competencies, building on what they know to develop their relational understanding.
Build it – Solve it – Draw it.
Based on Jerome Bruner’s work, pupils learn new concepts initially using concrete examples, such as counters, then progress to drawing pictorial representations before finally using more abstract symbols, such as the equals sign.
Variation: The questions and examples are carefully varied and deepened to encourage pupils to think about the Maths. Rather than provide mechanical repetition, the examples are designed to deepen pupils’ understanding and reveal misconceptions.
At Southborough we aim to provide an exciting, and enriching Maths curriculum with transferable skills that will equip our children for a changing future.
In-line with Southborough’s SEN Policy and ethos, mathematics lessons and activities are designed and planned to include all children through a range of approaches: inclusive questioning, universal use of equipment and concrete objects, together with mixed-ability groupings to enable peer support is utilised and challenged throughout the teaching and learning of Mathematics. Furthermore, lessons are planned to facilitate the identification of children at all attainment ranges within each class.
The learning climate and culture at Southborough offers a multitude of opportunities to cover and embrace British and Christian Values. For example, the Values of ‘Mutual Respect’ and ‘Perseverance' are concepts that can be addressed directly through the Mathematical Scheme of Work as children listen and discuss their reasoning with their peers whilst grappling with a Maths challenge, with other values being interwoven throughout the learning experience.