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Phone: 01724 842 246 | Headteacher: Sarah Williams

The aims of the teaching of Maths at Oakfield Primary reflect those of the new national curriculum for Maths, which are that all pupils:

  • become fluent in maths, including through varied and frequent practice with increasingly complex problems over time. Pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • can reason mathematically, by following a line of enquiry, making relationships and generalisations and developing an argument. Can they provide proof using mathematical language?
  • can solve problems by applying their mathematics. In a variety of routine and non-routine problems with increasing sophistication. Can they break down problems into a series of simpler steps and persevere to find a solution?

At Oakfield we currently use Inspire Maths (years 1 – 5) and Abacus (year 6) to meet the national curriculum aims. These are detailed schemes of work which ensure a deeper understanding of mathematical concepts. They follow a CPA approach to maths, using concrete, pictoral and abstract methods to embed understanding.

The children choose their level of challenge selecting to start at bronze, silver or gold and can access extra support with scaffolding  from staff or for extra challenge there is a mastery tasks to extend  and develop reasoning skills.

The Concrete Pictorial Abstract concept (CPA) is a three step instructional approach that has been found to be highly effective in teaching math concepts. The first step is called the concrete stage. It is known as the “doing” stage and involves physically manipulating objects to solve a math problem. The pictorial (semi-concrete) stage is the next step. It is known as the “seeing” stage and involves using images to represent objects to solve a math problem. The final step in this approach is called the abstract stage. It is known as the “symbolic” stage and involves using only numbers and symbols to solve a math problem. CPA is a gradual systematic approach. Each stage builds on to the previous stage and therefore must be taught in sequence.

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