At Cronton CE Primary School our KEYS Curriculum is built around the National Curriculum, enriched to reflect the children and community we teach in. As a church school our Christian ethos and school values are the heart of everything we do.
We believe every child can be their BEST with our Vision statement reflecting this.
“I can do everything through God who gives me strength” Philippians 4:13
How Math links with our Keys Curriculum
Our Core curriculum focuses on the knowledge and skills we need to succeed in life. The core areas of the curriculum aims are;
- To equip children with the tools to solve problems and reason about maths through learning about number, algebra, geometry and statistics.
- To learn to calculate efficiently using a range of mental and formal written methods.
- A clear purpose for learning
- Well-planned lessons that provide children opportunities to embed learning and allow them to develop their knowledge Skills and vocabulary.
Our main aims in teaching Mathematics are:
- To secure the three main aims of the national Curriculum by showing an ability to show fluency in their work, solve problems, to reason, to think logically and to work systematically and accurately.
- To encourage all pupil's competence and confidence in their mathematical abilities in using and applying mathematical knowledge, concepts and skills and ensure progress in their knowledge and understanding as they move through the school.
- To develop personal qualities such as cooperation, independence in thought and action, persistence, logical and systematic thinking, imagination, creativity and flexibility.
- To give the pupils the opportunity to use and apply mathematics in a variety of everyday contexts, in practical tasks and as a powerful tool in other subjects.
- To allow the pupil to develop mathematical language, so that they can communicate ideas, solve problems and explain results.
- Confident communication of maths where pupils ask and answer questions, openly share work and learn from mistakes.
Long term planning
The National Curriculum for Mathematics 2014, Development Matters and the Early Learning Goals (Number, Shape Space & Measure) provide the long term planning for mathematics taught in the school.
The strands are as follows.
The strands are divided into strand units, which give additional structure to the curriculum. Number starts with a section called Early mathematical activities, in which there are four strand units: Classifying, Matching, Comparing and Ordering.
The five strands are Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra, and Data Management and Probability.
We use the White Rose Long term plans for each year from Reception to Year 6
Medium term planning
Years R - 6 use the White Rose Maths Hub schemes of learning as their medium term planning documents.
These schemes provide teachers with exemplification for math’s objectives and are broken down into fluency, reasoning and problem solving, key aims of the National Curriculum. We use the Small Steps Planning to ensure that key mathematical concepts are given to support learning. They support a mastery approach to teaching and learning and have number at their heart. Other mastery resources are used to supplement lessons such as NCTEM, Deepening Understanding and the DFE Ready to Progress materials.
Concrete - Pictorial - Abstract
The Concrete Pictorial Abstract (CPA) approach is a system of learning that uses physical and visual aids to build a child’s understanding of abstract topics. Pupils are introduced to a new mathematical concept through the use of concrete resources (e.g. fruit, Dienes blocks etc). When they are comfortable solving problems with physical aids, they are given problems with pictures – usually pictorial representations of the concrete objects they were using before moving onto a more abstract method.