1John 3:18 Dear children, let us not love with words or speech but with actions and in truth
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Mathematics

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.
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.
Differentiation
 
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)
Calculation Policy
 
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.

Medium Term Plans
 
Staff follow the school’s medium term plans to deliver the mathematics curriculum. These plans have been derived from the overall school long term plan which is taken from the National Curriculum.

Lessons

During mathematics 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 in KS 1
 
The teacher will introduce the learning objective and discuss making links with daily life.  
Initial assessment  
If not achieved If 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.

What a lesson looks like in KS 2

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:
 
https://www.lbq.org/ 

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.

Working Walls 
 
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'.

IXL
 
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.


Useful Websites

www.ixl.com

www.ttrockstars.com

www.primaryhomeworkhelp.co.uk/maths

www.topmarks.co.uk

www.coolsciencelab.com/math_magician

Percy Parker:     https://www.youtube.com/watch?v=jJG4ZgJTOAs


If you have any queries about maths please contact Mrs Travis. Maths Co-ordinator

St Peter's Church of England Primary School
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