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The intent of our curriculum is:


To provide a curriculum which covers the mathematical knowledge and skills required for learners to become resilient and courageous mathematical thinkers within a supportive and challenging environment.





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



The implementation of our curriculum:


- Is guided by the planning from White Rose Maths to ensure curriculum coverage across the school as well as skills development within units and across key stages.

- Uses pre-learning tasks before each unit of work to identify starting points, highlight gaps in learning and inform targeted planning.

- Includes the use of concrete, pictorial and abstract resources to introduce children to key knowledge and support their skill development.

- Provides children with varied fluency, problem solving and reasoning activities to develop and apply new skills and knowledge in a range of contexts.

- Creates strong links with other areas of the curriculum, supplying children with real contexts in which to apply their mathematical learning and develop curriculum cohesion


What Maths looks like in a Broomwood Classroom:



Foundation Stage teach the Development Matters EYFS Profile. This is split into seven areas of which one of the key areas is Mathematics. There are two strands within this area:

- Number

- Shape, Space and Measures.


In Nursery they follow Developmental Stages. At the end of Reception children are assessed against the Early Learning Goals.


KS1 and 2

Each daily mathematics lesson includes:


A mental and oral starter (5 – 10 minutes).

Whole class work to rehearse, sharpen and develop mental and oral skills. This will take place through an active game or activity that will revise a key area of learning that the class have previously learnt.


The main teaching activity (30 to 40 minutes)

This is direct teaching input through demonstration, modelling and discussion. Teachers use a variety of visual, oral and kinaesthetic resources and model the correct mathematical vocabulary.


Children will work through the concrete to the pictorial and finally into the abstract area of each mathematical concept. Following the White Rose scheme of work teachers will also provide children with work to develop their varied fluency as well as challenges to develop their problem solving and reasoning skills.


Within sessions teachers will work with an episodic approach in which children are taught in small differentiated groups then allowed to consolidate independently. With this approach children work more frequently with the teacher however for shorter periods of time.  


Children are actively involved in their own learning through questioning and Kagan structures are used to engage all children.


A plenary (5 to 10 minutes)

Whole class work to summarise key facts and ideas, sort out misconceptions and identify progress.