Maths
Maths at Saint Anne's
Subject Leader Miss G Austick
“With Christ in our hearts we live life to the full.”
Intent
Through our Maths curriculum at St Anne’s, we endeavour to provide a maths mastery curriculum which is accessible to all and will maximise the development of every child’s ability and academic achievement.
We strive to deliver lessons that are enjoyable, engaging and challenging and develop the children’s fluency as well as their mathematical reasoning, enabling competency in solving increasingly more complex problems. Through this, we will promote a growth mind set in all pupils, particularly when Problem Solving.
We intend to create a supportive and nurturing maths environment where children are unafraid of making mistakes and in turn learn from these, therefore helping the children to develop resilience and perseverance.
We intend to develop a love of Maths within each child.
Implementation
The maths programme of study at St Anne’s follows the National Curriculum to ensure both progression and coverage across Key Stage 1 and 2. This is supplemented by the White Rose Maths Scheme, which provides a sequence of lessons for staff to adpat to the needs of our pupils.
Staff follow these schemes and the sequence of lessons provided, adapting them where they think necessary using AFL within the lessons, and the marking and feedback policy used throughout school. These sequences of lessons also provide children with the opportunity to recap on learning from the year before, which they will have missed, or not understood in depth, before moving onto the objective from their current year group.
Staff have access to a wide variety of resources from a variety of sources to aid with children’s learning. This includes the White Rose Resources (Worksheets and SOL Booklets), Gareth Metcalf’s I See Reasoning and I See Problem Solving booklets (years 5 and 6 both have their own copies of these and the Year 3 and 4 I See Reasoning Booklets will be released in January 2021) as well as access to the NCETM Spine materials and resources.
Staff a use these resources accordingly during planning and pick questions carefully depending on their sequence of learning within the lesson.
Teaching staff have all had the relevant CPD to begin our transition to mastery and a CPD programme for this has been mapped out so that we progress further.
Support assisstants have recieved CPD from the White Rose team.
Mastery Approach
What is it and how does our curriculum deliver it?
Mastery means having a secure understanding of mathematical concepts and processes, combined with a genuine procedural fluency. A child who has mastered a particular skill is able to apply their understanding and solve different types of problem, including where the skill is either embedded in a different context, or where a choice of method has to be made. For example, a child who has mastered adding two 2-digit numbers should be able to identify where this is required, even when it is not presented in a straightforward way (e.g. ⬜ - 23 = 39) and also choose an efficient strategy for doing it (e.g. 40 + 22).
Some children will be able to achieve mastery with greater depth. This means that they are able to apply their understanding of a concept in a wider variety of contexts, some of which are more difficult. They can manipulate the facts they know and the skills they possess in order to solve more complex problems. More developed forms of mathematical reasoning are central to this process, and enable the recognition of a link between operations and processes. For example, a child who has mastered the addition of 2-digit numbers in greater depth will be able to explain why it is possible to add two numbers both with units digits greater than 5 and get answers with units digits less than 5 (e.g. 16 + 7 = 23). They may also understand why adding a number to its matching reverse (46 and 64) will always give a multiple of eleven.
Common features of mastery include:
- An expectation that all children can succeed in maths, often achieved by keeping the class together
- Children have a secure and sustainable understanding of mathematical concepts by consistent models and images being used
- Children are fluent in mathematical procedures and number facts by rehearsing these in systematic ways
- Children who master a concept easily are expected to deepen their understanding, for example by applying it to solve problems embedded in mathematical investigations or more complex contexts
- Children who do not master an objective with the rest of the class should be supported to enable them to gain more experience and achieve mastery, for example through same-day intervention, plus longer-term help if necessary
Impact
- The teaching of mastery maths is embedded in all classes and children are taught using consistent approaches and methods across all year groups.
- The use of resources across school has improved as has the use of bar modelling to represent problems - particularly in KS1. Resources are also used further up school to aid children when and where necessary.
- Children are confident in their own abilities.
- Children have a love for maths and feel comfortable in making mistakes and learning from them.
- Children have an excellent understanding of the concepts that underpin maths, which will enable them to make progress in each key stage.
- Children are confident transitioining into Year 7.
- Children will make at least their expected progress across school and numbers achieving Age Related Expectations at the end of Year 6 will continue to rise, as will the number of children achieving Greater Depth.
In Y4, the children have to set a multiplication test (see their class page for further details). There is a parents' leaflet explaining the test here.
Here is a vocabulary list of all the words your children should be using in maths.
Please click on the links to see what the children will be taught in maths in the different year groups.