Maths at Emneth Academy
The mathematical intent for the children of Emneth Academy is to have a curriculum, which is accessible to all and will maximise the development of every child’s ability and academic achievement. We deliver maths lessons that are creative and engaging and enable every child to be a successful mathematician. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
We intend for our pupils to be able to apply their mathematical knowledge across the curriculum wherever possible and to know that it is essential to everyday life. As our pupils progress, we intend for our pupils to be able to understand the world, have the ability to reason mathematically, have an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The children of Emneth Academy follow the Mastery Flow model, which enables children to progress through 5 stages of learning for each learning objective, which increases in challenge and complexity. The first 2 stages (show and think) enable the children to ‘do’ the maths in a practical sense. The third stage is the ‘think’ stage where children apply their learning to solve simple mathematical problems demonstrating a secure understanding of the task. The fourth and fifth stages are where the greater depth learning occurs. Children are challenged to solve more rich and complex mathematical problems which are often open ended and will require higher order thinking skills. Mistakes and misconceptions are planned for and are valuable part of the learning process and are used to enhance the learning journey.
As a result of the Mastery Flow Model of mathematical teaching, each child has the opportunity to progress through the stages of the mastery flow model. The children will either be asked to move to the next step in the learning sequence or they will be asked to ‘stick’ with the current step to rehearse or consolidate their learning at their current stage. The children are assessed on a termly basis and question level analysis is used to inform future planning.