We encourage children to see the importance of mathematics in everyday life, as well as the extraordinary influence it has on our world. Mathematics is fun, meaningful and purposeful and we aim to inspire the next generation of mathematicians. At the centre of the HPS’ mastery approach is the belief that all children have the potential to succeed. We want to inspire everyone to believe in themselves and to have the confidence and strategies to be able to become independent mathematicians.
How we learn Mathematics
By making our curriculum meaningful, all children will have a thirst for their maths learning and want to be lifelong learners. Our lessons create an excitement where all children feel supported and challenged so that they are able to problem-solve and reason. They will be proud of their mathematical successes and achievements.
How we deliver the Curriculum
Right from the start in the Early Years, our mathematics is taught through a child centred, hands on approach. Children are given the opportunity to explore and manipulate mathematical patterns in numbers and shape, space and measure. Through continuous provision and adult interactions children are able to explore a wide range of mathematical concepts through meaningful play. Mathematics is all around us in the Early Years and as the children explore and develop they are able to practically apply the skills they have learnt. As the children move through the school we build up their mathematical foundation by following the National Curriculum. The key areas children are taught in key stage 1 and 2 (over time) are: number, statistics, geometry and measures. We also have a progression of skills and a calculations policy for the four operations so that children are constantly developing their knowledge, fluency and problem solving and reasoning skills.
Using a CPA (Concrete, Pictorial, Abstract) approach we want to; deepen children's understanding of key concepts; develop their confidence in making connections; encourage independent thinking and confidently use mental strategies. We reinforce this by embedding maths throughout all areas of our curriculum and in meaningful opportunities that occur within our day.
Using mathematical equipment to support a deeper understanding of mathematical skills. For example: children might begin learning about by sharing real life objects.
When a child has sufficiently understood the hands-on experiences performed and can now relate them to representations, such as a diagram or picture of the problem. In the case of a division exercise this could be the action of circling objects.
Children now capable of representing problems by using mathematical notation, for example: 12 ÷ 6 = 2. This is clearly the more confusing and mysterious of the three and without the ‘hands on’ and pictorial steps can be very hard for children to understand and gain a deep understanding of the concept.
In His Name, the Most High
Hujjat School Trust, trading as Hujjat Primary School, is a charitable company limited by guarantee, registered in England and Wales.
Registered number 09257213. Registered office: Hujjat Primary School, Brookshill, Harrow, HA3 6RR
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