Maths

Our Maths Lead is Mrs Checketts

Maths Curriculum Intent

Building the Kingdom

The ultimate purpose of Maths is the pursuit of truth. The thinking skills inherent in the maths curriculum should inspire and enable learners to be innovative, creative, critical and analytical learners. Exploring the beauty of mathematics enables all learners to engage with the transcendent dimensions of life, freeing them to be pioneers, trailblazers and the inventors needed today and in the future. The real-world context comes first, and the theory comes second.

In Maths children are encouraged to live a Catholic life through the Jesuit virtues by searching for the truth in answers, making discerning choices and being eloquent in their explanations.

At St Patrick’s mathematical skills and knowledge should be delivered, explored and revisited through conscious decision making and awareness of learning and progress needs and abilities. Children should develop resilience and self-confidence in applying their learning skills. The collaboration between peers, and the relationship between learners and their class teacher should drive the learning and inform the content, strategies and real-world contextualisation to maximise on the progress and learning opportunities

The exploration of mathematics is interactive and engaging, with content made relevant to children’s real-world experiences and contextualised thus to support consolidation and retain knowledge and skills. 

Children will approach mathematical study with confidence and enthusiasm, and view tasks and challenges that call for application of varied knowledge across units of work and the selection of multiple skills with self-assurance and a willingness to collaborate.

Approach and response to reasoning activities should improve term on term, with the expectation that by the end of the year, children are happy to accurately define and use mathematical vocabulary introduced by their teacher, as well as complete stem sentences to complete mathematical statements or reasoning.

We have therefore used the White Rose Maths Scheme of Work to timetable mathematical units that are explored progressively, drawing on resources, data and suggestions from reliable sources to link mathematical talk and knowledge across the various units (e.g. multiplication and area). 

When planning for objective coverage, teachers are expected to take the following mastery strategies into account:

● â€‹Small steps

●​Ping pong style of delivery e.g. my turn, your turn

●​Implementing the Concrete, Pictorial and Abstract (CPA) approach to introducing, exploring

and applying mathematical concepts

●​Applying/using the Bar Model/Part, Part, Whole approach as a strategy to approach calculation/problems

●​Considering key questions and mathematical vocabulary at the point of unit planning

●​Multiple opportunities for verbal and written/drawn reasoning (explaining and using mathematical vocabulary to explain methods or reasoning) within unit exploration

●​Inclusion of relevant problem-solving opportunities, where children are expected to draw on and apply multiple concepts to address or approach a challenge

●​Modelling of all skills and approaches

●​Modelling and sharing of efficient and accurate application of methods

●​Opportunities to explore maths concepts/objectives at ‘greater depth’

●​Include all learners,