Maths at St. Michael's
Intent
The intent of our mathematics curriculum is to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future. Fluency in mathematics is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic, forming the foundation for their next stage of learning. Mathematics is important in everyday life and this is demonstrated by giving children the ability to solve real life problems, to reason, to think logically and to work systematically and accurately. By adopting this mastery approach, it is intended that all children, regardless of their starting point, will maximise their academic achievement and leave St. Michael’s CE Primary School with an appreciation and enthusiasm for Maths, resulting in a lifelong positive relationship with number.
- We ensure that we deliver a high-quality maths curriculum that is both challenging and enjoyable.
- We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
- We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects.
- We want them to know that maths is essential to everyday life and that our children are confident mathematicians who are not afraid to take risks.
- Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement
Implementation
Teaching and Learning, Content and Sequence
KS1
- Long-term planning follows Mathematics Mastery. Short-term planning allows teachers to use their professional development about the resources that they use to support their pupils learning and understanding with the White Rose Hub materials often being used.
KS2
- Long-term planning follows the White Rose Hub materials. Short-term planning allows teachers to use their professional development about further resources that they use to support their pupils.
- By using a variety of planning resources, we believe that we provide a bespoke teaching and learning experience that is designed to interest, inform and inspire our children.
- Using prior knowledge as a starting point for all future planning and teaching, we plan lessons which allow all pupils to make good progress.
- Lessons are engaging and are designed with a concrete, pictorial and abstract (CPA) approach, providing our pupils with the scaffolding required to access learning at all levels.
- All classes complete Maths Meetings which enables key concepts and learning to be revisited and reinforced.
- We always use prior knowledge as a starting point for all future planning and teaching, we plan lessons which are required for all pupils to make good progress.
- Lessons are engaging and follow a cycle of planning, to ensure that we can evidence progress over short and long periods of time.
- Maths lessons are designed with a concrete, pictorial and abstract (CPA) approach, providing our pupils with the scaffolding required to access the learning at all levels.
- We place a large emphasis on pupil engagement and design lessons which involve all pupils using questioning and modelling at the centre of every lesson.
- To implement our intent, we ensure that our children are invested in their learning and are making a positive contribution to their lessons.
- Homework is provided to children using the MyMaths platform in Year 1 – Year 6. Children are introduced to Times Tables Rockstars to support their rapid recall of times tables in Year 2 and it is then regularly used in Year 3 – Year 6.
Assessment and Feedback
- Assessment informs the teaching and learning sequence
- Children who not making the required progress are given extra support through interventions and support in class in order to meet our intent of developing pupils academically.
- Feedback is given on children’s learning in line with our marking and feedback policy.
- Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities.
- In order to support teacher judgments, children are assessed using current and reliable tests in line with the national curriculum for maths.
- Analysis of any tests that the children complete is undertaken and fed into the teacher’s future planning.
- Summative assessments are completed at the end of each term and help influence the overall judgement reported to parents in the end of year report.
Impact
A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
- Children demonstrate quick recall of facts and procedures. This includes the recollection of the times tables.
- The flexibility and fluidity to move between different contexts and representations of mathematics.
- The ability to recognise relationships and make connections in mathematics.
- Children show confidence in believing that they will achieve.
- Children show a high level of pride in the presentation and understanding of the work.
