The Mathematics curriculum at Rimrose Hope aims to develop children’s ability to calculate, reason and solve problems.
The way in which we teach Maths is based on research into the way children learn, with a focus on giving the children clear images to support their thinking. Teaching is based on the research of Jerome Bruner who proposed three modes of representation:
Children's mathematical understanding is then applied to reasoning and problem solving activities, covering word problems, finding all possibilities, describing rules and patterns, visual puzzles and diagrams and logic.
Our curriculum aims to give the children the mathematical skills needed in many areas of everyday life including future employment, but equally strives to develop the children’s enjoyment and curiosity in the subject.
The lovely people from HMRC came in to school to teach KS2 about what taxes are, who pays them and why they are so important to society. The children worked as groups to distinguish which aspects of a modern city are funded by tax, had a go at being Chancellor of the Exchequer and even had to decide what they think would be a reasonable amount of income tax to be taken from their wages.
Early Years Foundation Stage
In Nursery and Reception we use objects, pictures and images then symbols to learn how to count, recognise quantities and numbers, order, compare and calculate. We then use our skills to reason and problem solve.
Shape, Space and Measure
We learn about pattern, shapes, time, money, weight, length, capacity, position and distance in our maths work. We reason and solve problems using our skills.
Key Stage 1
In Years 1 and 2 we build on our knowledge and skills from EYFS, still learning new concepts with concrete resources before moving on to images then symbols and words. We prove our reasoning and problem solve with each topic.
Key Stage 2
In Years 3 to 6 we build on all the hard work we have done to continue our journey in Maths. All new learning follows the same format, using concrete resources and real life situations before moving to images then symbols.