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.
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.
National Curriculum Programme of Study
The expectation is that the majority of pupils will move through the National Curriculum 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.
Please click the link below to see the whole school long term plan for how we cover the National Curriculum topics within Mathematics.
Mathematics in the Early Years
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.
By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
Early Learning Goal (ELG) : Number
Children at the expected level of development will:
Have a deep understanding of number to 10, including the composition of each number; 14 - Subitise (recognise quantities without counting) up to 5; - Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
ELG: Numerical Patterns
Children at the expected level of development will:
Verbally count beyond 20, recognising the pattern of the counting system; - Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity; - Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Please find below our long term plans for the teaching of Maths in the Early Years Foundation Stage.
At St.Peter's, 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.
It is unlikely that all groups of pupils will be able to complete the same activity following on from whole class teaching.
- Teachers will consistently check that pupils have understood what they are learning as well as the activity they are to complete; that activities are at each child’s instructional level
- Lessons must provide opportunities for pupils to work towards their personal targets (setting out their next steps in learning.
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.
Staff will follow the school’s calculation policy when teaching how to calculate and become fluent in mathematics. Our calculation policy is on the website in 'Key Info/Policies' and is consistent throughout the school.
Learning by Questions
The children in KS2 use Learning by Questions (LbQ). LbQ is a classroom app filled with curriculum-aligned questions that allow children to progress through questions at a level which is appropriate for them.
Immediate feedback is given to the pupils and if the pupil has been unsuccessful they are able to attempt the question again. The teacher is able to see on her screen which pupils are being successful and which are not allowing support to be given where needed. Please follow the link for more information:
Good Afternoon Maths
This happens every day and is a short session that allows children to practise objectives that have already been taught and are not being revisited that term during the main Maths lessons.
These are evident in every classroom and will include 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.
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. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
We use Percy Parker to teach multiplication in a fun way through song and Times Table Rockstars which gives children a chance to practise quick recall.
Please see 'Key Info/Policies' for our Multiplication Tables Policy'.
This 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.
If you have any queries about maths please contact Mrs Travis. Maths Co-ordinator