Primary Maths
Primary Maths AET Entitlements
Curriculum
An AET pupil is entitled to:
an academically ambitious curriculum that explores complex mathematical concepts developed from strong foundations
study the domains of Number (Algebra; Ratio and Proportion), Measurement, Geometry, and Statistics
study the traditions and conventions of the discipline of mathematics
encounter diverse representations of mathematics, its applications and influential mathematicians
explore and master number sense within Key Stage 1
consider concepts from first principles, working towards mastery in every domain
connect current learning to related concepts and knowledge domains
a curriculum that is informed by regular and accurate use of assessment and is adapted based on pupil needs
a curriculum that is constantly developing and preempting common misconceptions
be prepared for success in statutory assessments, the KS3 mathematics curriculum and engagement in mathematics beyond school.
Culture
An AET pupil is entitled to:
to learn in a mathematically rigorous classroom
a safe environment where exploration, struggle and mistakes are encouraged
opportunities to apply their learning
mathematical enrichment through extra-curricular clubs, events, trips and national competitions
see the purpose of Maths in the wider world, including its use in a range of possible careers
Teaching
An AET pupil is entitled to:
exposure to a range of representations and models which highlight the underlying mathematical structures to support generalisation
clear and purposeful explanations with high precision of mathematical language
the explicit teaching of problem solving and reasoning
an expert teacher with strong subject knowledge
a passionate teacher who is knowledgeable about mathematical concepts beyond the level which they teach
a teacher who models the conventions and practices of the discipline
a range of suitable manipulative resources, mathematical equipment, tools and technology to support teaching
consistent access to resources and representations across year groups to support coherence
teaching from first principles that generates strong conceptual understanding and enables generalisation
develop mastery through varied fluency, mathematical reasoning and problem solving
targeted, robust and impactful interventions where necessary
opportunities to demonstrate their understanding and receive regular, precise feedback to correct errors, address misconceptions and aid progress
see an overview of the learning journey across the year and to use work from lessons to reflect on their knowledge of the curriculum
opportunities to opportunities to
engage regularly in mathematical talk
ask and investigate challenging questions
think mathematically to generalise, spot patterns, work systematically and prove
independently apply learning to similar questions and problems where the context is less familiar