Mathematics Curriculum Statement
At St Anthony’s, we believe it is essential that all children have a secure and confident grasp and can apply age-appropriate key skills and mathematical vocabulary which allows them to access a deeper understanding and make links between areas of maths, applying their mathematical knowledge to science and other subjects. Mathematics Mastery At the centre of the mastery approach to the teaching of mathematics is the belief that all children have the potential to succeed. They should have access to the same curriculum content and, rather than being extended with new learning, they should deepen their conceptual understanding by tackling challenging and varied problems. Similarly, with calculation strategies, children must not simply rote learn procedures but demonstrate their understanding of these procedures through the use of concrete materials and pictorial representations. Mathematical Language The 2014 National Curriculum is explicit in articulating the importance of children using the correct mathematical language as a central part of their learning (reasoning). In certain year groups, the non-statutory guidance highlights the requirement for children to extend their language around certain concepts. New vocabulary should be introduced in a suitable context (for example, with relevant, real objects, apparatus, pictures of diagrams) and explained carefully. High expectations of the mathematical language used are essential, with teachers only accepting what is correct.