Maths

Building mathematical understanding step by step

At Newman, pupils develop their mathematical knowledge through carefully sequenced learning that builds skills progressively over time.

For some pupils, learning begins through sensory experiences, physical objects, pictures, songs, matching, sorting and exploration. As understanding develops, pupils progress through concrete and pictorial approaches towards increasingly independent and abstract mathematical thinking.

The curriculum enables pupils to develop skills across the different areas of Maths while recognising the importance of applying mathematical knowledge to real-life situations.

The amount of time spent on individual topics can be adapted according to the needs and pathway of each group, allowing teachers to revisit and consolidate learning where necessary.

Learning Through Our Pathways

Engage

Experiencing Maths

Pupils experience the sensory aspects of Maths through a concrete approach using physical objects, pictures, songs and exploratory activities.

Learning provides opportunities to discover shape, size, quantity, pattern, number, measurement and other early mathematical concepts.

For pupils on this pathway, mathematical development is built through sensory experiences and meaningful interactions with the world around them.

Discovery

Building mathematical skills

Pupils begin to recognise numbers and apply their developing mathematical understanding to simple problems and real-life situations.

Concrete and pictorial activities continue to play an important role, helping pupils develop their understanding of concepts including number, shape, measurement, quantity, money and time.

Learning takes place through small, achievable steps that progressively build mathematical knowledge and confidence.

Develop

Developing knowledge and understanding

Pupils follow the areas of the Maths National Curriculum at an appropriate level and develop a broader foundation of mathematical knowledge.

They progress towards increasingly independent mathematical thinking while continuing to use concrete and pictorial approaches where these support understanding.

Pupils learn to apply their knowledge to calculations, problem-solving and practical situations and develop the mathematical terminology needed to communicate their understanding.

Deepen

Applying mathematical knowledge

Pupils deepen their mathematical understanding and develop their ability to apply knowledge confidently across the curriculum.

Learning increasingly involves abstract mathematical concepts, reasoning and problem-solving. Pupils build upon their knowledge throughout each academic year and develop the skills needed to approach higher-level accreditation and examination-style questions.

The aim is for pupils to become increasingly confident, competent and independent mathematicians.

Our Maths Curriculum

Knowledge that builds over time

Newman’s Maths curriculum covers a broad range of mathematical knowledge, with the complexity of learning determined by each pupil’s pathway and stage of development.

Areas include:

Number & Place Value
Recognising, representing, comparing and working with numbers, progressing towards increasingly complex calculations and numerical relationships.

Addition & Subtraction
Developing an understanding of changes in quantity before progressing towards mental and written calculations and multi-step problems.

Multiplication & Division
Exploring quantities and groups before progressing towards multiplication facts, division, factors, multiples and combined operations.

Fractions, Decimals & Percentages
Developing an understanding of parts and wholes and progressing towards equivalence, calculation and increasingly complex applications of fractions, decimals and percentages.

Measurement
Developing practical understanding of length, mass, capacity, temperature, time and other measures.

Money
Experiencing and recognising coins before progressing towards using money in shopping and applying mathematical operations to financial situations.

Geometry
Exploring shape, position and movement before progressing towards properties of shapes, angles, area, volume, transformations and more advanced geometrical concepts.

Statistics
Developing from simple counting and pictorial representations towards interpreting tables and graphs, statistical measures and analysing data.

Algebra, Ratio & Proportion
For pupils working at more advanced levels, learning develops into algebraic notation and equations, sequences, ratios, proportion and rates of change.

The curriculum therefore provides a continuum from the earliest mathematical experiences through to GCSE-level mathematical concepts.

A Carefully Sequenced Curriculum

Building the foundations first

An important feature of Newman’s approach is that mathematical learning is carefully sequenced.

For pupils on the Engage and Discovery pathways, early learning begins particularly with shape and measurement, rather than automatically beginning with number.

This reflects the way early mathematical development can grow through making patterns and connections, sorting and matching, recognising relationships and developing an understanding of shape, space and measures.

The sequence then progressively introduces and develops number, calculation, multiplication and division, fractions, measurement, geometry and statistics.

Teachers can adjust the time devoted to a particular area according to pupils’ needs while maintaining the progression of knowledge and skills across the curriculum.

Communication

Understanding and expressing mathematical ideas

Pupils use speech, AAC, gestures, signs and symbols as appropriate to participate in mathematical activities and demonstrate their understanding.

As they progress, pupils develop mathematical language and learn to use appropriate terminology in context.

Ultimately, pupils are encouraged to communicate their mathematical understanding across different situations – in lessons and assessments and when using Maths in the wider world.

Independence

Using Maths in everyday life

Pupils develop from exploring mathematical concepts through objects and pictures towards increasingly independent mathematical learning.

As understanding develops, pupils are encouraged to apply their knowledge to practical situations – from recognising numbers and amounts to sharing quantities, handling money, measuring ingredients and completing mathematical tasks with decreasing levels of support.

Resilience

Trying, adapting and solving problems

Maths provides opportunities for pupils to develop confidence in problem-solving and applying their knowledge in unfamiliar situations.

Learning progresses from recognising how numbers and mathematical concepts form part of everyday routines to independently using Maths in real-life situations.

This can include recognising the correct bus number, understanding time, shopping, measuring and ultimately developing skills such as managing money entering a bank account.

Maths Across Newman

Progression from EYFS to Post-16

At the Whiston site, pupils are within EYFS, Key Stage 1 or Key Stage 2 and have a Maths lesson each day. Pupils are taught within their class groups and work towards outcomes appropriate to their curriculum pathway. Learning is broken into small steps so that knowledge and skills can be progressively developed.

At Dinnington, pupils are within Key Stages 3, 4 and 5. They build upon previous mathematical knowledge while progressing towards appropriate accreditation. Qualifications can range from AQA Unit Awards through to GCSE, depending upon individual ability and pathway.

Pupils attending NAR are also within Key Stages 3, 4 and 5 and generally work within the Develop or Deepen pathways. The curriculum provides opportunities to address gaps in previous mathematical knowledge while developing the skills required for accreditation, employment or further education.

Maths for Everyday Life

Preparing for adulthood

A particularly strong theme within Newman’s Maths curriculum is the application of mathematical knowledge beyond the classroom.

Pupils are encouraged to recognise how Maths supports everyday activities and increasing independence.

Depending upon their individual pathway, this can include:

• recognising numbers and quantities;
• understanding daily routines and time;
• identifying bus numbers;
• recognising and using money;
• shopping and understanding prices;
• sharing and dividing quantities;
• weighing ingredients when preparing food;
• using measurements;
• interpreting everyday numerical information; and
• developing the mathematical understanding needed to manage money.

As pupils progress, the emphasis increasingly moves towards confidently applying mathematical knowledge with little or minimal support, helping prepare them for adulthood, employment and further education.