Maths at Saint John Southworth RC Primary School
At SJS Maths is..... number, reasoning and solving problems
The Intent, Implementation and Impact of our Curriculum
Our Maths lead is Nicola Harris
All pupils can achieve in mathematics! There is no such thing as a ‘Maths person’, that is the belief that some pupils can do maths and others cannot. A typical Maths lesson will provide the opportunity for all children, regardless of their ability, to work through Fluency, Reasoning AND Problem Solving activities.
The intention of the maths curriculum at St John Southworth Catholic Primary Catholic Primary School is that children are taught to become competent and independent mathematicians. We are embedding the mastery approach across school in the teaching and learning of mathematics. The ‘mastery approach’ to teaching maths is the underlying principle of Mathematics Mastery. Instead of learning mathematical procedures by rote, we want pupils to build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations. Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking. We will provide the children with the necessary resources to allow all children to access the curriculum and encourage them to use this where appropriate to explain their logic and reasoning.
At St John Southworth, we recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. We follow the Lancashire Red Rose and White Rose schemes of learning to ensure that the coverage for the year is completed. We use these plans to ensure that all objectives are covered for each year group and that we are planning to the three key principles to deepen children’s understanding.
We use three key principles to deepen pupils’ understanding:
1. Conceptual understanding
2. Language and communication
3. Mathematical thinking
Within the schemes of learning, each National Curriculum objective is broken down into fluency, reasoning and problem solving; our teachers use the learning challenges to teach for mastery - an approach to extend and deepen the understanding of pupils within each year group.
To support these 3 key principals the role of apparatus is vital at all stages. Children work through and within the below learning process to support and enhance their mathematical learning.
Concrete – children have the opportunity to use concrete objects and manipulate to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
The impact of our maths curriculum results in our children being able to:
• think for themselves.
• make decisions.
• communicate their understanding.
• solve problems.
We know this because through moderation of planning, lessons and books, we can be sure that progress is made across all year groups. If progress is not being made, support is immediate and steps provided to ensure all pupils achieve and make progress.
Summative assessment takes place at the end of each term and children’s progress and attainment is discussed with senior leaders in pupil progress meetings. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. The teaching of mathematics is monitored by leaders through lesson observations, pupil interviews and book scrutinies.
Policies and Expectations
|Arithmetic Expectations Year 1.docx||Download|
|Arithmetic Expectations Year 2.docx||Download|
|Arithmetic Expectations Year 3.docx||Download|
|Arithmetic Expectations Year 4.docx||Download|
|Arithmetic Expectations Year 5.docx||Download|
|Arithmetic Expectations Year 6.docx||Download|
|Maths Policy 2019.docx||Download|
Progression in Mathematics