Mathematics at St. Peter’s
Mathematics teaches us how to make sense of the world around us by developing a child’s ability to calculate, to reason and to problem solve. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives.
Maths at St. Peter’s
At St.Peter’s, we strive to ensure pupils’ experience a wide range of mathematical experiences that promote enjoyment and enthusiasm for learning through practical activity, exploration and discussion. We are aiming to develop a deeper understanding of mathematical concepts rather than accelerating pupils through content without unpicking it in sufficient depth, allowing the impact of our teaching to be greater. A detailed curriculum is mapped out to enable us to deliver a ‘scheme-assisted not scheme-driven’ approach. The curriculum is mapped out across each term, ensuring longer time is prioritised for key topics and to ensure all pupils acquire and demonstrate a sufficient grasp of the mathematics relevant to their year group.
We aim that all pupils’ are:
- confident and competent with numbers and the number system
- develop their ability to reason by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can problem solve by applying their mathematics 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
- use the language of mathematics effectively
- understanding of the ways in which information is gathered and presented
- explore features of shape and space, and develop measuring skills in a range of contexts
- understand the importance of mathematics in everyday life.
Maths National Curriculum Programme of Study
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Teachers will plan from their year group objectives. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
St.Peter’s Calculation Policy
One day each week the children will complete a PAM (Positive Assertive Mentoring) test, this test checks the child’s progress against objectives for their year group and covers a range of reasoning and arithmetic questions. The second part of the lesson will be basic skills where the teacher will reteach objectives that have not been achieved from previous assessments.
Good Afternoon Maths
This will last for 15 minutes and will be to practise objectives that have already been taught and will not being revisited that term
Multiplication Tables and Number Bonds
Each week the children are asked to complete at home either a multiplication tables sheet or number bond sheet, which are then re-tested in school. When your child achieves 100% in 5 minutes (KS1) and three minutes (KS2) on three occasions they will receive a certificate from their class teacher. A booklet has been given out in school to help you support your child. Each week the class who have returned the highest percentage of sheets receive a certificate in Friday’s assembly.
At St.Peter’s, a mathematics lesson will be taught daily and the lesson will last between 50 minutes to 60 minutes. During these lessons, children are encouraged to ask as well as answer mathematical questions using the correct mathematical vocabulary. We understand that the children are of differing mathematical abilities and aim to provide suitable learning for all the children through differentiated activities and group tasks. Teachers avoid mechanical repetition and create appropriate ways of practicing the thinking processes required with increasing creativity. Mini-plenaries are encouraged throughout the lesson when appropriate to address any misconceptions.
Lessons are planned so that all children are expected and enabled to produce outcomes reflective of a high academic standard, regardless of their individual starting points, with less confident children receiving additional support if needed to help them succeed. ‘Differentiation by depth’ ensures the problems deepen their knowledge of the same content rather than being moved onto content from future year groups.
We ensure high-attaining pupils and those who show a capacity to understand new concepts quickly, are challenged with more demanding reasoning and problem solving tasks and are given more opportunities to make links across mathematical topics.
What a lesson looks like
|The teacher will introduce the learning objective and discuss making links with daily life.|
|If not achieved
Repeat the objective with either the Teacher or Teaching Assistant
To be introduced to the next part of the objective-by either the Teacher or Teaching Assistant
|Mini plenaries will be used throughout the lesson when appropriate to address any misconceptions.|
The following day the teacher will use his/her professional judgement to decide whether the child needs more fluency questions or reasoning, problem solving and word problems to consolidate the objective.
Throughout the week’s tasks there will be a greater emphasis on reasoning and problem solving. We believe that this approach will help develop independence in pupils.
IXL is a learning site, each child from Year 1 has a username and log in. The questions are organised into year groups and include real-world scenarios, IXL helps learners experience maths at its most mesmerising. Your child’s class teacher is able to assess how well your chid is doing and support any areas that are causing problems. If you have internet problems at home, your child is welcome to come to computer club to practise. (Monday-Friday 8:15-8:50am and Monday-Thursday 3:10-3:55pm).
Children will have opportunities to develop their mathematical skills through a range of subjects including, science, computing, topic, design and technology lessons.
Particularly through using data handling, spread sheets and graphs in computing.
Working walls are evident in every classroom and will include the Learning Objective, Success Criteria, examples of vocabulary relevant to the day’s objective, an example of a WAGOLL (what a good one looks like), example of a reasoning/problem solving task linked to the objective and factual information to support learning.
aren’t people who find maths easy, they’re people who
enjoy the challenge !
If you have any queries about maths please contact Mrs Travis. Maths co-ordinator