1. Learning & Support
  2. Curriculum
  3. Maths

Maths

Intent

Our intention is to offer our pupils a broad and balanced curriculum following the National Curriculum key areas of: 

  • Number
  • Number: Addition and Subtraction and Multiplication and Division
  • Fractions
  • Measurement
  • Geometry
  • Statistics
  • Ratio and Proportion and Algebra (Year 6)

So that our pupils will:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time so that pupils have conceptual understanding and are able to recall and apply their 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
  • Solve problems by applying their mathematic 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.

Implementation

We use the White Rose programme at St Mary's which follows a clear structure of topics, building upon each year. When teaching, we use the CPA approach (concrete, pictorial, abstract) which ensures learning is embedded. 

The approach starts with concrete where the pupils use physical resources to support them in grasping a concept. This moves onto pictorial where the concrete resources are now represented as pictures and also where pupils learn to draw to help them solve calculation problems. This then leads onto abstract where pupils are now confident with the concept and can apply what they have learnt through the abstract from. The approach is tailored to the pupils' needs and will be used to best suit each pupil. 

We ensure consistency across the school with clear progression. We develop the pupils' fluency in both mental and written forms, as well as giving them the opportunity to reason. 

Alongside White Rose,  use draw on other resources to supplement teaching such as Nrich and the National Centre for Excellence in the Teaching of Mathematics. 

Pupils also have access to online platforms such as Times Tables Rockstars and Sumdog.

Impact

We monitor our pupils' progress carefully through class observations, discussions with pupils, work scrutiny and summative and formative assessment. Our maths achievement has been good to outstanding overtime.  

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