<p> MATHEMATICS CURRICULUM AT ST LUKE’S SCHOOL</p><p>Purpose of Study 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.</p><p>Aims 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</p><p>Approach In the Foundation Stage teaching is based on the EYFS specific area of mathematics. In Key Stage 1 (Year 1 and 2) teaching is based on the 2014 National Curriculum programmes of study. Children with SEN, and/or learning difficulties or disabilities will work towards objectives that are matched to their ability. Those working well below the level of their peers will be given additional support to enable them to access their year group’s objectives. Intervention programmes may be used to support pupils identified as having a special need, after consultation with the Inclusion coordinator. Those working well above the level of their peers will be work towards objectives designed to deeply embed the mathematics by providing opportunities apply reasoning and problem solving skills in a range of contexts. Children learning English as an additional language (EAL) will receive appropriate support to enable them to access the objective. </p><p>In the Foundation Stage there should be a daily maths focus supported by linked independent and guided activities. In Key Stage 1 and 2, all classes should have a daily mathematics lesson equivalent of 60 minutes, planned from the National Curriculum programmes of study. However, we believe that teaching mathematics in context in important and so will be linked to cross-curricular work when possible. </p><p>We have a strong commitment to the following in our teaching of mathematics: 1. Modelling of an enthusiastic “can do” approach to mathematics by all teaching staff 2. Emphasis on the conceptual and procedural understanding of key skills in the early years 3. High priority set on the learning of number facts 4. New concepts introduced by clearly linking them to prior learning and understanding 5. Emphasis on using and applying mathematics through problem solving 6. Clear teacher exposition and modelling 7. Strong emphasis on questioning, by the teacher of the pupils 8. Strong emphasis on pupil responses and reasoning, both verbal and written 9. Shared thinking as an approach to solving such problems and investigations 10. Mathematical discussion between the teacher and children and amongst children 11. The use of ‘making mistakes is a good thing’ as a teaching tool 12. The use of correct mathematical language 13. The use of Maths games particularly as starter activities, to rehearse key facts and to engender a love of maths eg NRich activities </p>