In Maths we aim to develop pupils’ numeracy and mathematical skills in all areas. We aim to link these skills to real life so that they understand and appreciate the importance of mathematics.
In mathematics lessons children work through a cycle designed to increase their mathematical fluency and then apply this to a variety of reasoning and problem solving questions. We believe firmly in the approach of using real life as the key driver, concrete objects where possible and then moving children through into abstract maths when they are ready. Appropriate level of challenge and support is given at all times so that children’s perseverance and resilience is built and a love of maths is fostered.
At St Joseph’s we deliver the National Curriculum objectives appropriate to the age group and ability of the child. We use ‘The White Rose Maths Hub Schemes’ as a basis for lessons in each year group and the overview of topics can be found attached. We do however believe that teaching should be responsive and adaptive to the needs of the class, and these may not be adhered to strictly.
Key Stage 2 upwards also have a weekly ‘Mighty Maths’ session where the children move into different groups and answer 25 questions within a specific time. Questions are marked together and strategies used discussed and evaluated.
We also subscribe to ‘Mathletics’ and ‘Times Tables Rockstars’ and children can access these online resources at home.
Mathematics Statement of Intent
The intent of our mathematics curriculum at St. Joseph’s, is to ensure that every child enjoys mathematics and becomes an enthusiastic mathematician by developing their skills, knowledge and understanding through practical experiences that have relevance and purpose in everyday situations. It is important that children develop the skills of numeracy to become lifelong learners. They should be able to apply these skills in different situations across the curriculum and in daily living outside school.
We want every child to make connections across mathematical concepts in order to develop their fluency, reasoning and problem solving skills, and to be able to apply their mathematical knowledge in other curriculum areas.
We want to develop a numerate environment where mathematical risk-taking, creativity and logical thought are encouraged in order to develop independent learners.
It is essential that they understand its importance in being able to function effectively in everyday life, including carrying out employment and dealing with financial matters.
Aims of Mathematics at St Joseph’s, Pontefract.
We aim to ensure that all pupils:
- develop a positive attitude towards mathematics.
- develop and consolidate basic mathematical skills and become numerically fluent.
- promote confidence and competence with numbers and the number system.
- develop the ability to solve problems through decision making and reasoning in a range of contexts.
- develop a practical understanding of the ways in which information is gathered, presented and interpreted.
- explore features of shape and space, and develop measuring skills in a range of contexts.
- develop mathematical communication through speaking and listening, practical activities and recording work.
- develop an ability to use and apply mathematics across the curriculum and in real life.
Mathematics is a core subject and is taught creatively and effectively following the planning and support from the White Rose Maths Hub and other various resources. Our planning incorporates a structure known as the six-part lesson which allows all learners to access the curriculum through the use of Concrete, Pictorial and Abstract (C.P.A.). However, where relevant, mathematics is linked to other work in the curriculum.
Our maths curriculum:
- has number at its heart. A large proportion of time is spent reinforcing number to build competency
- ensure teachers stay in the required key stage and support the ideal of depth before breadth.
- ensure pupils have the opportunity to stay together as they work through the schemes as a whole group
- provide plenty of opportunities to build reasoning and problem solving elements into the curriculum.
As mentioned above, we have implemented the use of C.P.A. which is a new concept as we believe that all children, should have the opportunity to build competency by taking the following approach.
- Concrete – children should have the opportunity to use concrete objects to help them understand what they are doing.
- Pictorial –alongside this children should use pictorial representations. These representations can then be used to help reason and solve problems.
- Abstract –both concrete and pictorial representations should support children’s understanding of abstract methods.
When it comes to times tables, speed AND accuracy are important – the more facts your child remembers, the easier it is for them to do harder calculations. Times Table Rock Stars is a fun and challenging programme designed to help pupils master the times tables. To be a Times Table Rock Star you need to answer any multiplication fact up to 12×12 in less than 3 seconds! Our children from Year 1 – Year 6 have their own individual account and can access TTRS at home and school. A baseline is taken at the beginning of every half term and weekly tests are taken to monitor progress.
To further support maths learning in school and at home, we are continuing to subscribe to the online digital maths resource, Mathletics.
Mathletics contains fun and engaging activities, suitable for all ages and abilities, which closely match the curriculum; it helps children to consolidate their learning at home. Mathletics also adds a competitive dimension to learning, allowing students to play live mental arithmetic games against other students from around the world. It is available either through the Mathletics website (http://uk.mathletics.com/signin) or as a free downloadable app for tablets. Children have access to Mathletics through a unique username and password.
Parents or carers, can sign up to receive weekly email reports. These reports provide details of a child’s progress and achievement.
- Children’s progress and attainment is tracked continuously using the Insight Tracking system.
- Summative assessments take place at three points throughout the year.
- Teachers record the progress and attainment against the National Curriculum expectations.
- Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately.
- This data is analysed on a termly basis to inform and address any trends or gaps in attainment
- Well planned sequences of learning support children to develop and refine their maths skills.
- Children are able to independently apply their knowledge to a range of increasingly complex problems.
- Most of our children reach end of year expectations.
- Children are reasoning with increased confidence and accuracy