Maths

Mathematics Curriculum Intent

At Lowercroft Primary School, our intent for the mathematics curriculum is to inspire and empower all children to develop a deep, confident understanding and love of mathematics. We aim to foster mathematical curiosity, critical thinking, and independence by offering a balanced and engaging curriculum that builds upon prior knowledge, develops key skills, and enables pupils to make connections between mathematical concepts.

Our curriculum is designed to ensure that all children:

• Develop fluency in the fundamental concepts of mathematics, including place value, the four operations, fractions, decimals and percentage, measure, geometry and statistics. 
• Reason mathematically by encouraging them to explain and justify their thinking, explore patterns, and make generalisations, fostering problem-solving skills and logical thinking.
• Solve problems by applying their mathematical knowledge in practical and real-life situations, developing perseverance and the ability to tackle challenges with confidence.
• Make connections across different areas of mathematics and the wider curriculum, recognising how different mathematical ideas are linked and how these concepts apply to the world around them.

Mathematics Curriculum Implementation

At Lowercroft Primary School, we follow a mastery approach to teaching mathematics, which ensures that every child has a deep and secure understanding of mathematical concepts. Our curriculum is progressive, with knowledge and skills being built upon year after year, allowing children to develop a solid foundation and a deep understanding of key mathematical principles.

We introduce new mathematical concepts through a clear, three-step process:

1. Concrete: Children begin by exploring new concepts using hands-on materials. These might include counters, cubes, number lines, or shapes, allowing children to physically manipulate objects to understand the concept being taught. This step helps children build a strong, tangible understanding of mathematical ideas.

2. Pictorial: Once children have grasped a concept with concrete materials, they move on to pictorial representations. Drawing pictures, diagrams, or using visual models helps children to abstract their thinking while still making connections to the concrete materials they’ve used.

3. Abstract: Finally, children move to the abstract stage, where they work with numbers, symbols, and written equations. At this stage, they can apply the understanding they've developed through concrete and pictorial methods to solve problems and explore more complex ideas with confidence.

Our curriculum is designed to be progressive, meaning that each year builds upon the knowledge and skills developed in previous years. This ensures that children are continuously challenged and encouraged to develop a deeper understanding, making connections between different mathematical concepts and applying them in a variety of contexts. By following this carefully structured approach, we help all children develop both the fluency and the problem-solving skills they need to succeed in mathematics.