Co-ordinator: Mr W Smith
The mathematic curriculum is supported by the curriculum co-ordinator, management team and governors to allow pupils to transfer key knowledge and skills to their long-term memory. Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in abstract ways. Mathematics is important in everyday life. It is integral to all aspects of life, and with this in mind we endeavor to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them. The National Curriculum for mathematics describes in detail what pupils must learn in each year group to develop fluency, reasoning and problem solving skills. Combined with the St Anne’s Calculation Policy, this ensures breadth, balance, continuity and progression as well as high expectations for attainment in mathematics. This results in building new skills and knowledge based upon what has been taught before, allowing all pupils to work towards clearly defined end points.
We aim to provide the pupils with a mathematics curriculum and high quality teaching to produce individuals who are numerate, creative, independent, inquisitive, enquiring and confident. We also aim to provide a stimulating environment and adequate resources so that pupils can develop their mathematical skills to the full through encompassing memorable learning opportunities for example, themed days, enrichment activities and cross-curricular links. The school provides a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge, skills and cultural capital through informative teaching and learning activities and enhancement experiences.
We therefore intend that all pupils will:
- Apply knowledge and facts to new situations with increasing independence and autonomy
- Develop fluency and reasoning
- Solve problems that lead to discovery and invention
- Develop systematic and orderly habits
- Have a well-developed sense of the size of a number and where it fits into the number system
- Know by heart number facts such as number bonds, multiplication tables, doubles and halves by developing a good understanding of numbers and the number system
- Make sense of number problems, including non-routine/’real’ problems and identify the operations needed to solve them
- Explain their methods and reasoning, using correct mathematical terms
- Judge whether their answers are reasonable and have strategies for checking them where necessary
- Undertake calculations with confidence, accuracy and speed
- Develop a knowledge and understanding of measures, shape and space
- Handle data with confidence, accuracy and improved speed
- Develop the ability to question, reason and master about mathematical concepts within real-life contexts
- Develop in children the skills of enquiry, investigation, analysis, evaluation and presentation.
- Focus, build-upon and learn key vocabulary to develop understanding of concepts and mathematical knowledge.
- Build in memorable experiences to promote deep learning through enrichment activities, themed days and cross-curricular links.
At St. Anne's Catholic Primary School, we have begun a journey to develop and improve the teaching and learning of mathematics through ‘Teaching for Mastery’. Our school is part of the Solent Maths Hub, a government-funded initiative, to develop our expertise in Teaching for Mastery.
- We want children to have:
- Deep and sustainable learning
- The ability to build on something that has already been sufficiently mastered
- The ability to reason about a concept and make connections
- Conceptual and procedural fluency
What will this look like in our classrooms?
- The whole class works together on the same task, led by the teacher, so that all can access and master mathematics – no ability groups.
- Challenge tasks are available in each lesson for all children to attempt, if they are ready.
- Longer time spent on key topics, providing time to go deeper and embed learning - small, varied steps.
- Mastery of the topic dictates when the class moves on, not arbitrary dates on a curriculum map.
- Adults work more fluidly to address any difficulties in the moment.
- Timely interventions (usually same-day) take place to address any obstacles to learning, so the children are ready for the next step.
To see examples of the children's work please look at the Mathematical Reasoning page.