St Peter’s of Eaton Square C of E Primary School
Maths Curriculum Overview
INTENT - Our Curriculum Intent
In line with our school’s mission statement, we recognise that the key to unlocking the mathematical potential that God has given all children is through the delivery of engaging and thought-provoking lessons. We endeavour to ensure that all children enjoy and are enthused by maths.
At St. Peter’s we intend to deliver a curriculum which:
- allows all children to be a part of engaging lessons, which will give them a range of opportunities to explore mathematics following a mastery curriculum approach;
- gives each pupil a chance to believe in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges;
- recognises that mathematics underpins much of our daily lives;
- makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems;
- is in line with the expectations in the National Curriculum 2014.
We believe that unlocking mathematical fluency is an essential life skill for all learners and is imperative to being able to reason and solve problems mathematically. Our aim is to develop a positive culture of deep understanding, confidence and competence in maths that produces strong, secure learning.
In KS2, the curriculum is designed to prepare and equip pupils for their journey into secondary school.
IMPLEMENTATION – How We Will Deliver Our Curriculum
Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts. In our school, we follow the national curriculum and use White Rose and NCETM resources as a guide to support teachers with their planning and assessment. We have created our medium-term plans in line with the White Rose small steps, which break down teaching into small, achievable steps that develop breadth of knowledge. We have altered these in order to suit the needs of our children.
All lessons begin with revision to support retrieval practice and develop long-term memory. Children are taught through clear modelling and have the opportunity to develop their understanding of mathematical concepts. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas; enrich their learning experience and deepen understanding. Throughout each topic, discussion is a key part of teaching, with children being expected to explain their approach to a variety of questions. This allows for the development of deeper understanding as well as providing assessment opportunities.
Independent learning in children’s books incorporates a question followed by a related reasoning or problem-solving challenge. This enables all children to acquire the skill, apply the skill and deepen the skill within one lesson.
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 require more support and those who are ready for a greater challenge through targeted questioning or additional activities. Where children require additional support, scaffolds are used to assist children further. These scaffolds may be in the form of returning to concrete resources and pictorial representations, or through small group work with their teacher or teaching assistant. For children who understand and can apply the concept securely, extension questions and investigations are used to deepen and challenge learners further within the curriculum area.
As we recover from missed learning throughout 2020/21, teachers incorporate revision lessons into their teaching as appropriate.
Times tables play an important part in our maths learning, with children developing their fluency in rapid recall of tables up to 12 x 12 by the end of year 4. While the rapid recall of times tables is being developed, children are also learning how to apply and manipulate their understanding of this to reason and solve problems. Children from Year 2 – Year 6 have the opportunity to consolidate and apply their times tables knowledge through utilising Times Tables Rock Stars and they are praised for this in our weekly ‘celebration’ Collective Worship.
A mathematical concept or skill has been mastered when a child can: show it in multiple ways, using mathematical language to explain their ideas, and independently apply the concept to new problems in unfamiliar situations.
IMPACT – How We Will Evaluate Our Curriculum
The impact of our mastery curriculum allows the children at St. Peter’s to:
- demonstrate quick recall of facts and procedures;
- move between different contexts and representations of mathematics with ease;
- recognise relationships and make connections in mathematics;
- exhibit confidence and believe that they will achieve;
show a high level of pride in the presentation and understanding of their work.
In maths, we develop children's ability to read, write, speak and listen. Children respond to questions in full sentences (both verbally and in writing); read questions aloud and answer reasoning questions with the same written expectations as all other subjects.