Maths at Barnehurst
Maths is an essential life skill and one our children have the right to succeed in. From telling the time, measuring for recipes and eventually managing their own finances, maths surrounds our children throughout their school life and beyond. Along the way, maths brings its own unique qualities to learning; problem solving, abstract and critical thinking, creativity and fun! We want our children to grow and be confident in these skills and build the Cultural Capital that they will need to take their place as responsible, empathetic, thinking citizens of the future.
At Barnehurst, we believe that every child can succeed in maths and take a ‘Teaching for Mastery’ approach to ensure that this happens. Teaching for mastery directly impacts on pupil behaviour and learning; lessons are carefully crafted to take account of the needs of all learners and to take the whole class through the small steps that are integral to building and connecting concepts. Reasoning and problem solving are inherent within all our lessons as too is fluency. We use higher order questioning to stimulate thought and debate at depth and actively seek to expose and discuss misconceptions. The skilled use of manipulatives and high quality representations ensure that maths is relevant, meaningful and demonstrative to all learners and by all learners.
Mathematical ideas and skills are entrenched within the Global Curriculum we provide, ensuring too that SMSC and preparation for Life in Modern Britain is robust and challenging. Projects for example around water, allow children to experience and reflect upon the rights and wrongs of water shortages in certain parts of the world. Morally they consider their own place in this issue and how, together, they can work to create their own impact on the situation; ie measuring how many litres of water are wasted in their home during one day and publishing water awareness posters. Socially, working together, sharing ideas, listening to the point of view of others, build sharing and negotiating skills and a sense of team for example as children consider how to spend money that they have raised through the Water Aid website. Culturally too, children experience ways of life very different to their own. Use of cultural patterns and art work within maths experiences also build this cultural awareness. At relevant times, children learn and consider the historical roots of maths for example the development of the idea of fractions by the Ancient Egyptians. We seek to create spiritual awareness by building on a child’s natural fascination and curiosity about maths in the real world. In our school, you will see this rich mathematical culture for example, in the high quality continuous learning provision of our Early Years settings.