There are many elements to the teaching and learning of Mathematics: it is not only the ability to calculate (being mathematically fluent) but also the ability to apply these skills to real life scenarios (solve problems and investigate) and also to talk knowledgably about mathematical working (reasoning). At St. Peter’s we are all mathematicians and believe that nothing is impossible!
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
The intent of our mathematics curriculum is to provide a curriculum that is well matched to the needs of all our children. All learners should become fluent in the fundamentals of mathematics and should be able to interleave their skills in order to reason mathematically and solve problems by the application of their mathematical understanding.
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. We are continuing to develop a mastery approach, ensuring that all children are accessing age-appropriate mathematics whilst being supported and challenged depending on their individual needs.
Our school uses the 2014 National Curriculum and EYFS Framework for directing our teaching of mathematics. We base our curriculum on the White Rose Maths scheme, 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, ensuring children know more and remember more. Teachers have high expectations and set work appropriate to the needs of the children in their class while implementing the schools 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 the lesson structure to build up ideas step by step and use 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
- visual/ diagram problems
- finding all possibilities
- logic problems
- rules and patterns
The impact of our mathematics curriculum is that children understand the relevance and importance of what they are learning in relation to real world concepts. Children know that maths is a vital lifelong skill that they will rely on in many areas of their daily life.
Children will have a positive view of maths and are confident to ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each situation. Throughout their primary school journey, children will reason and problem solve with increased confidence and accuracy.
Pupils will 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 new problems in unfamiliar situations. This is the goal for all our children.
Times Tables Rock Stars
TT Rock Stars is a carefully sequenced programme of daily times tables practice.
We use TT Rockstars to improve the speed and accuracy of children’s multiplication and division facts recall. TT Rockstars is an online app that allows children to build up points by playing games online and challenging their friends to times tables battles. Fluency in mathematics, including the rapid recall of multiplication and division facts, is a basic skill for all our children.