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Our Lady of Lincoln Catholic Primary School

A voluntary Academy

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Maths

Our Maths Intent:

 

The importance of Maths is well recognised in making sense of the world around us. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. 

 

The 2014 National Curriculum for Maths aims to ensure that all children:

* Become fluent in the fundamentals of Mathematics

* Are able to reason mathematically.

* Can solve problems by applying their Mathematics.

 

We use White Rose as a scheme for the teaching of Maths at Our Lady's. This approach focuses on teaching units in depth and for a sustained period of time to deepen learning and embed knowledge before moving on to something new. We then use the fundamentals of retrieval practice and spaced learning to refresh and remember knowledge taught over time. We revisit strategies and apply them in new contexts, encouraging the children to remember their learning and retrieve their knowledge. 

 

Where possible, children are taught Maths through real life contexts and examples in order for them to make sense of the purpose of Maths in their lives. We also strive to make connections to Maths in other subjects taught so that the children can see its place in all aspects of life. We place equal emphasis on ensuring children become fluent with their Mathematical skills as well as their ability to  reason and problem solve. 

 

We ensure that children make progress through a carefully developed calculation policy adopted through the school which focuses on the development of skills in the four operations of addition, subtraction, multiplication and division. Children have to secure each aspect before moving on to the next step as, this way, they understand the mechanisms of learning behind the calculations rather than just the way of completing the written method. 

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