Our intent for Mathematics is to teach a rich, balanced and progressive curriculum using Maths to reason, problem solve and develop fluent conceptual understanding in each area.
At St Paul’s, we aim to inspire all children to reach their full academic potential. In Mathematics, this means ensuring a curriculum that is fully inclusive of all children which:
This policy is set within the context of the school’s vision, aims and policy on teaching and learning. As a result, of their learning in Mathematics and problem solving across the curriculum children will:
Our mastery approach to Mathematics
At St Paul’s, we have adopted a bespoke mastery approach using White Rose Maths Hub/NCETM and Maths No Problem programme of study to support our staff with the planning, teaching and learning of Mathematics. The programme provides planning support for EYFS up to Year 6.
As well as a whole school plan for the academic year, this provides a clear, consistent plan for Maths over the year, each year group is provided with a termly overview. In addition to this whole school programme of study, teachers also use Maths No Problem, which is a programme of study intended to support with maths tasks. It is understood that, within a unit of work, the time spent on teaching a specific learning objective or set of learning objectives depends on the needs of the children in the class.
The structure of maths lessons may vary, depending on the nature of the topic and the activity planned.
Teachers pre-empt misconceptions that many children will have – eg a rectangle has four lines of symmetry (diagonals). Teachers also plan which vocabulary they will use and which models, images and concrete resources they will use to aid learning.
Maths lessons consist of:
We ensure that across each term children are given a range of experiences in Mathematics lessons eg practical activities, investigations and mathematical games, problem solving activities, individual, group and whole class discussion activities, open and closed tasks.
A detailed Calculation Policy, based on our collaborative Hastings Maths Alliance programme of study, will be used throughout the school to ensure continual and gradual progression of number and calculation skills. We use White Rose Maths Hubs/ Maths No Problem and NCTEM materials to plan and deliver high-quality Mathematics lessons to our children. We are dedicated to enabling our children to achieve academic mastery in Mathematics and we do so through the use of a Concrete – Pictorial – Abstract approach to learning mathematics.
This enables our children to build solid foundations in their understanding of maths, which is vital in order to master the subject. Through teaching with a Maths Mastery approach, children will learn to understand, distill and clarify information; consider what they know that will help them to solve problems, realising what they need to know next; create systems and strategies, organising information in a way that helps find patterns and ultimately solutions and to communicate and present their findings effectively.
Concrete, Pictorial, Abstract (CPA) Approach
Children learn mathematics through the ‘Concrete, Pictorial, Abstract’ approach as shown in the Calculation Policy. Children will use manipulatives to represent mathematical concepts before moving to pictorial representations, and finally abstract representation (i.e. numerical symbols).
Teachers model different ways of representing solutions to a problem in order to develop children’s conceptual variation and reasoning skills. Children should be encouraged to move between these and different stages (sometimes returning to concrete or pictorial) in order to fully understand a mathematical concept.
The impact of our Mathematics curriculum is for children to understand the relevance of what they are learning in relation to real world concepts. We have fostered an environment where Maths is fun and it is OK to be ‘wrong’ as we learn from our mistakes. Our children develop a growth mind-set and make measurable progression against their own targets.
Maths books show evidence of fluency, reasoning and problem solving. Our feedback and interventions are supporting children to strive to be the best mathematicians they can be, ensuring a greater proportion of children are on track to be at age related.
Children are given the opportunity to ‘have a go’ and choose the resources they need to help them to learn, along with the strategies they think are best suited to each problem. Children are developing verbal fluency and are able to articulate their reasoning.
Mathematics is a skill fundamental to daily life but is also crucial to the study of the sciences, technology and a range of other subjects which may form the basis of pupils’ future careers.
We want our children to become confident in the fundamentals of Mathematics so that they are efficient in using and selecting the appropriate written and mental methods, underpinned by mathematical concepts.
We want them to solve problems by applying their mathematics to a variety of problems with greater complexity, including in new situations and to model real-life scenarios.
We want them to reason mathematically, by following a line of enquiry and developing and presenting a justification, argument or proof using mathematical language.
ADDITIONAL SUPPORT AND RESOURCES
KEY STAGE 1 AND EYFS
KEY STAGE 2
PRIMARY MATHS ARENA - Variety of games for all ages and skill level
Useful links www.primaryhomeworkhelp.co.uk/maths/ – as well as homework support this website offers links to fun games and activities. http://www.teachingtables.co.uk/ – times tables http://www.transum.info/Software/Tablesmaster/Tablesmaster.asp – times tables www.mymaths.co.uk – supportive on line lessons