Mathematics
There are many elements to the teaching and learning of Mathematics: it is not only the ability to calculate but also the ability to apply these skills to real life problems and investigations, and to talk knowledgably about the mathematics used to reach an answer (reasoning) that we want our children to master.
At St. Peter’s we are all mathematicians and believe that nothing is impossible!
Primary Curriculum
The national curriculum for mathematics aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
National Curriculum 2014 Key Stage 1 and 2
Mathematics at St. Peter’s
Intent
The intent of our curriculum is to foster children’s fluency, reasoning and problem solving. This is linked closely to our Christian values of persevering in the face of problems and knowing that ‘Nothing will be impossible with God!’ We want our children to think like mathematicians developing skills of communicating thinking, generalising, conjecturing, justifying and reasoning.
The aims of our Maths curriculum follow those of the National Curriculum, ensuring children have secure understanding of not only declarative knowledge (facts) but also procedural (procedural) and conditional (problem solving and reasoning) knowledge.
Through a supporting environment we endeavour to ensure that our children develop an enthusiastic, independent, resilient, and creative attitude towards mathematics that will stay with them throughout their lives.
Implementation
Our school uses the 2014 National Curriculum and EYFS Framework for directing our teaching of mathematics.
Early Years (Nursery and Reception)
Maths in Nursery is delivered as part of continuous provision through high-quality learning environments, including access to the outdoors. Nursery teachers deliver adult-led inputs to inspire pupils. They provide a stimulus for pupils to explore, discuss and share their thought processes, as well as begin to develop their reasoning skills.
Our Nursery and Reception classes follow Development Matters for the Early Years Foundation Stage so that their learning journey is progressive throughout the entire early years and beyond.
To continue the journey of clear progression across Early Years and into KS1, our Reception class follow both the Number Sense and White Rose Maths schemes of learning.
Key Stages 1 and 2
In KS1 we use a combination of Number Sense and White Rose Maths providing clear progression in the early stages of maths. Moving into KS2 we base our curriculum on Target Your Maths, which provides a robust and well-rounded foundation for learning. We have tailored the scheme to the needs of our children ensuring units of work are revisited across the year to embed and then continue to build upon previous learning, resulting in children knowing more and remembering more. Teachers have high expectations and set work appropriate to the needs of the children in their class while implementing the school’s calculation policy for progression in written and mental calculations. The structure of lessons is carefully considered, with representations and models used to help our children progress from concrete representation to pictorial and to abstract. Teachers use lessons to build up ideas and methods and incorporate assessment for learning during regular independent practice in each lesson.
At St. Peter’s we focus on a different category of problem solving each half term, with at least three lessons dedicated to the modelling and practising of each one. The categories are:
- word problems (Autumn Term)
- finding all possibilities (Spring 1)
- logic problems (Spring 2)
- rules and patterns (Summer 1)
- generalising (Summer 2)
Impact
The impact of our mathematics curriculum is that children understand the relevance and importance of what they are learning. They know that maths is a vital lifelong skill that they will rely on in many areas of their daily life.
Children have a positive view of maths and are confident to ‘have a go’. They choose the equipment they need to help them learn along with the strategies they think are best suited to each situation. Throughout their primary school journey, children reason and problem solve with increased confidence and accuracy.
Pupils leave us prepared for the next stage in their lives with:
- quick recall of facts and procedures
- the flexibility and fluidity to move between different contexts and representations of mathematics
- the ability to recognise relationships and make connections in mathematics
- confidence and belief that they can achieve
- the knowledge that maths underpins most of our daily lives
- skills and concepts that have been mastered
A mathematical concept or skill has been mastered when a child can show it in multiple ways, using mathematical language to explain their ideas, and can independently apply the concept to unfamiliar problems. This is the goal for all our children.