The 2014 National Curriculum for Mathematics aims to ensure that all children:
- Become fluent in the fundamentals of Mathematics
- Are able to reason mathematically
- Can solve problems by applying their Mathematics
At Pope Paul, these skills are embedded within our Maths curriculum and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We are committed to developing children’s natural curiosity about this subject, as well as an appreciation of the beauty and power of Mathematics.
It is our intention that children foster a love of mathematical learning, whatever their ability or starting point.We want all children to clearly articulate their ideas and thoughts and reasoning processes, enabling deeper learning. We want children to make mistakes, analyse them and learn from them, justifying and explaining as they do this. At each stage of learning, our children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.
Teaching styles and lesson structure provide opportunities for pupils to consolidate their previous learning, use and apply their knowledge, understanding and skills, pose and ask questions, investigate mathematical ideas, reflect on their own learning and make links with other work.
At Pope Paul we follow the National Curriculum Programme of study as the basis for the teaching of Mathematics across the whole school and this is extended through implementation of additional materials including Herts For Learning Essential Maths, NRICH, and NCTEM specialist resources for embedding a mastery approach. These multi-faceted approaches support our CPA approach.
Essential maths sequences are designed by Herts for learning. They support the delivery of a spiral curriculum, in which learning is built upon step by step, sequence by sequence and year on year. The materials are aspirational and ensure progression and coverage throughout the primary phase in Years 1-6.
The learning sequences are designed to cover National Curriculum statements and key concepts, through small learning steps with a mastery approach. They aim to develop conceptual understanding and procedural fluency in parallel, including speaking frames, practice examples, games and problem-solving opportunities for the children to build upon their prior learning.
Teachers deliver careful modelling with concrete resources and pictorial representations to develop the children’s understanding of structures and connections in mathematics. Pupils actively participate through purposeful questioning, whole class discussions, talk partners, and by using their own resources to demonstrate their thinking. Regular recording opportunities encourage pupils to represent and internalise their learning, and the children are encouraged to use models, drawings, symbols and concrete resources.
Speaking frames are used to support pupil development of the language of mathematics. They enable the children to articulate their thinking using accurate technical vocabulary, and support core skills such as conjecturing and generalising to investigate and problem solve. ‘Destination Questions’ are also used throughout each learning sequences. These ensure that pupils have exposure to a variety of different question types and potential misconceptions at each stage of their learning. They allow teachers to check that pupils are secure in their understanding, before moving on to the next step and help to map each pupil’s learning journey against age-related expectations.
Opportunities are built-in for children to think deeply and develop explicit reasoning and problem-solving skills, so that they can confidently apply their learning to new contexts.
All teachers have a strong knowledge of the Maths curriculum and the Math Subject Leads ensure that all teachers have the understanding of the sequence of learning and end points.
Regular staff meeting time is allocated to updating knowledge and understanding of the curriculum. Best practice is shared and through pupil voice new initiatives are implemented.
Effective formative assessment allows pupils to embed and consolidate learning and to identify gaps and misconceptions. Clear direct feedback is provided through the marking policy; next steps for learning are shared and responded to. Teaching strategies are adapted in response to the needs of the individual learners. Summative Math assessments take place termly at school, ensuring accurate and robust assessments.
Purposeful learning environments inspire all pupils; classroom books, maths equipment and target sheets provide a wealth of support.
All pupils are well prepared for their next stage in education.
They are confident pupils who have a life- long love of mathematics. Our pupils can express their views eloquently and enjoy speaking to a range of audiences. Pupils have the knowledge and skills they need to go on to destinations that meet their interests and aspirations.
Websites and advice on helping your child with Maths
Award winning Mathletics is the next generation in learning, helping students enjoy maths and improving their results.
A really rich resource, for extending students, with new activities each month; use the Archive to find activities and solutions from previous months.
Activities and games based on CBeebies characters such as the Teletubbies, Fimbles, Tweenies and Bob the Builder. Aimed at ages up to 6.
Digger and the Gang
Digger and the Gang activities to support Year 3 and 4 of the National Strategies for Literacy and Numeracy, and KS1 and KS2 programmes of study.
Number Time activities alot into the Numeracy Framework for reception year and years 1 and 2.
Aimed at children preparing for KS1 National Tests in English.