Mathematics

Mathematics learning at HLC is underpinned by a bespoke curriculum design. As an interconnected subject, Mathematics requires children to move fluently between mathematical aspects, and as such the content is organised into domains. We encourage our children to make connections between each aspect, in order to develop the skills and competence required to solve increasingly sophisticated problems. To build children’s depth of understanding when teaching each mathematical skill, each Mathematics lesson begins with a retrieval starter which consolidates previously taught learning, to ensure prior knowledge is consistently drawn upon and to embed knowledge that is powerful, transferrable and worthwhile remembering. We believe that lessons should include, when appropriate, models for conceptual understanding underpinned by the required knowledge.

Our curriculum for Mathematics aims to develop:

• an enjoyment and curiosity of mathematics and for children to feel confident to become successful
• children’s abilities to use and apply mathematics to solve problems in both the classroom and in ‘real life’ contexts
• a confidence to communicate ideas in written form and orally
• independent and collaborative ways of working, encouraging children to share ideas and solve problems together
• a wide range of mathematical vocabulary to be modelled and used in the classroom environment
• the children’s ability to recall mental facts accurately and quickly and using effective written calculation methods
• children’s logical thinking, reasoning and ability to problem solve as transferable life skills

This thoughtfully designed learning sequence enables children to progress in smaller, manageable steps, fostering a deep understanding of both concepts and procedures. This approach aligns with the key idea that knowing more leads to remembering more. Tasks and activities are strategically planned to build on children’s prior knowledge, reinforcing their learning. Teachers implement a math cycle for each curriculum strand, ensuring that students develop a solid grasp of each concept through a structured framework. The process starts with a skills lesson to establish the foundational knowledge required for new topics. New content is thoroughly practiced through varied exercises, while reasoning and problem-solving are effectively guided and modelled, allowing students to apply these skills independently. Throughout a series of lessons, all children have opportunities to challenge themselves with diverse tasks, ensuring that there are no limits to their potential achievements

At HLC, we ensure coverage of the three key elements of Mathematics through our maths cycle:

• Fluency – varied and frequent practise with increasingly complex numbers over time, so that they can develop understanding and the ability to recall and apply their mathematics rapidly and accurately.
• Reasoning – following a line of enquiry, investigating relationships and generalisations, develop the ability to argue mathematically, justify and prove their ideas using mathematical terminology and specific, precise language
• Problem Solving – The children can apply their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

At HLC, we have a spiral long-term curriculum so that topics and themes are revisited regularly. This is underpinned by the White Rose Education planning materials and supplemented where appropriate from other resources such as Nrich. This means the scope of our curriculum supports children with ‘bridging the gap’ between abstract mathematical concepts and concrete representations that they can manipulate and draw up. This means that our children acquire and achieve a deep, long-term, secure and adaptable understanding of the subject.

Please see the following policy and guidance documents:

• EYFS number and numerical patterns policy
• Calculation Policy
• General maths guidance