Curriculum Leader: Mr Steve Lond
Intent: Enjoyment and engagement are at the heart of the ways we aim to teach Mathematics at Pilgrim Academy, both for pupils of all ages and for teachers and support staff. It is through making the skills relevant and appropriate to the children's lives that it is increasingly viewed as both a core skill and a way of embedding strong links to other areas of learning. This could be evidenced within scientific recording and conclusions, historical timelines, geographical co-ordinates and many other examples of number use.
We also recognise that Mathematics is an interconnected subject in which pupils need to be able to move fluently between use of concrete resources, pictorial representations and abstract ideas and concepts. We aim to teach maths in a way that is engaging, meaningful and appropriate to the changing needs of our pupils and promoted a love of learning through a range of different enquiry and recording methods.
Our children's journey begins in Early Years, where we start the process of developing key mathematical skills by adopting a highly kinaesthetic approach to learning that uses a wide range of hands-on resources. As well as basic numerical fluency, we develop skills such as problem solving and reasoning through activities that use shapes and measures, beginning the development of spatial awareness. Maths is a hugely important part of the Early Years curriculum and receiving a good grounding is an essential life skill that enables our pupils to succeed in other areas.
The units of study in our adopted Rising Stars Scheme of Work are, by necessity, organised into apparently four distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Teachers are encouraged to develop the freedom to direct learning in unexpected and new directions dependent upon formative assessment and seek ways to extend knowledge and understanding by encouraging pupils to apply their fluency to a range of different situations.
The expectation is that the majority of pupils will move through the scheme of work 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.
We use Milestones for teachers and Curriculum Leaders to monitor coverage and track progress across the curriculum, ensuring appropriate sequencing is in place. We use the milestones created by Chris Quigley Education, in conjunction with our planning to ensure the children develop their knowledge and skills as they move from Early Years through to Key Stage 1 and 2. If you click on the tabs below, you will see the milestones for Early Years; Years 1 & 2; Years 3 & 4 and Years 5 & 6.