The Mathematics Subject Leader is Mrs K Picton
Mathematics at St Joseph’s, Moorthorpe enables children to achieve the three main National Curriculum aims:
- Children become fluent in the fundamentals of mathematics (‘Do maths’)
- Children can solve problems by applying their mathematics (‘Use maths’)
- Children can reason mathematically by following a line of enquiry (‘Talk maths’)
“Without mathematics, there’s nothing you can do. Everything around you is mathematics.
Everything around you is number.”
Our school is a happy, caring and exciting place, where all children are given the opportunity to succeed. The intention of our mathematics curriculum is to design an offer, which is accessible to all and will maximise the development of every child’s ability and academic achievement.
We want our children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
We provide our children with a concrete, pictorial and abstract approach in order to master the curriculum. As our children progress, we intend for them to be able to understand the world, have the ability to reason mathematically, apply their mathematical understanding to a range of situations, and have a sense of enjoyment and curiosity about the subject.
Curriculum drivers shape our curriculum breadth and our ambition for our children to study the best of what has been thought and said by many generations of academics and scholars.
They are derived from an exploration of our children’s backgrounds, within our locality, underpinned by our beliefs about high quality education and our values, rooted in the Mission of the Church. They are used to ensure we give our children appropriate and ambitious curriculum opportunities, applicable to them. The fundamental principles of education, within all subject areas, at St Joseph’s are:
- Growth: Pupils aspire to be the best and grow to achieve their dreams.
- Diversity: Our pupils recognise the diverse world in which we live, in turn broadening their horizons.
Threshold Concepts in Mathematics
These are the ‘big ideas’ that shape our children’s thinking within each subject. The same threshold concepts will be explored in every year group and the children will gradually increase their understanding of them.
Exploring a concept will never be complete; our children will continue to explore them for as long as they study the subject, within different contexts, to ensure this learning has tangibility and meaning.
- Know and use numbers
This concept involves understanding the number system and how they are used in a wide variety of mathematical ways.
- Add and subtract
This concept involves understanding both the concepts and processes of addition and subtraction.
- Multiply and divide
This concept involves understanding both the concepts and processes of multiplication and division.
- Use fractions
This concept involves understanding the concept of part and whole and ways of calculating using it.
- Understand the properties of shapes
This concept involves recognising the names and properties of geometric shapes and angles.
- Describe position, direction and movement
This concept involves recognising various types of mathematical movements.
- Use measures
This concept involves becoming familiar with a range of measures, devices used for measuring and calculations.
- Use statistics
This concept involves interpreting, manipulating and presenting data in various ways.
- Use algebra
This concept involves recognising mathematical properties and relationships using symbolic representations.
Essential Characteristics of Mathematicians
Each child will develop the following characteristics, during their time at St Joseph’s, when exploring the Threshold Concepts:
- An understanding of the important concepts and an ability to make connections within mathematics.
- A broad range of skills in using and applying mathematics.
- Fluent knowledge and recall of number facts and the number system.
- The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
- The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
- The ability to embrace the value of learning from mistakes and false starts.
- The ability to reason, generalise and make sense of solutions.
- Fluency in performing written and mental calculations and mathematical techniques.
- A wide range of mathematical vocabulary.
- A commitment to and passion for the subject.
Breadth of Study
The overview below provides a breadth of study which meets the requirements of the National Curriculum:
|Key Stage 1||Key Stage 2|
|• Count and calculate in a range of practical contexts.
• Use and apply mathematics in everyday activities and across the curriculum.
• Repeat key concepts in many different practical ways to secure retention.
• Explore numbers and place value up to at least 100.
• Add and subtract using mental and formal written methods in practical contexts.
• Multiply and divide using mental and formal written methods in practical contexts.
• Explore the properties of shapes.
• Use language to describe position, direction and movement.
• Use and apply in practical contexts a range of measures, including time.
• Handle data in practical contexts.
|• Count and calculate in increasingly complex contexts, including those that cannot be experienced first hand.
• Rigorously apply mathematical knowledge across the curriculum, in particular in science, technology and computing.
• Deepen conceptual understanding of mathematics by frequent repetition and extension of key concepts in a range of engaging and purposeful contexts.
• Explore numbers and place value so as to read and understand the value of all numbers.
• Add and subtract using efficient mental and formal written methods.
• Multiply and divide using efficient mental and formal written methods.
• Use the properties of shapes and angles in increasingly complex and practical contexts, including in construction and engineering contexts.
• Describe position, direction and movement in increasingly precise ways.
• Use and apply measures to increasingly complex contexts.
• Gather, organise and interrogate data.
How we implement our aims?
Staff follow the White Rose Maths Primary Schemes of Learning (https://whiterosemaths.com), supplemented by a range of high quality resources.
In each of the major topics areas (Number, Measurement, Geometry and Statistics), the curriculum has been broken down into key areas. For each of these areas, you can see which National Curriculum objectives are covered in that year, together with the term and block in which that objective is first met in the White Rose Maths schemes. The objectives are also broken down into small steps of learning.
The White Rose Maths curriculum is a cumulative curriculum, so that once a topic is covered it is met many times again in other contexts – often so many that listing them all is impractical. For example, place value is always covered in Autumn 1 but revisited within addition and subtraction, multiplication and division etc throughout each year.
Each Class Teacher is responsible for the teaching of mathematics in their classroom, in consultation with and under the guidance from the Mathematics Subject Leader. Teachers draw on a range of resources to create the best possible learning environment for our pupils, moving the children through the stages of concrete to pictorial and lastly to abstract understanding. Consolidation weeks are also built into each term to revisit outcomes that have been identified as needing further development.
Reasoning is a part of every lesson, and the use of mathematical discussion in whole-class and small group contexts as well as between talk partners, enables the children to verbalise and discuss their understanding. Working Walls and mathematical resources, in each classroom, allow the children to explore, clarify and apply their learning. Teachers are encouraged to use innovative and creative lesson formats to engage pupils in developing skills using: mental strategies, written methods, practical work, investigations and problem-solving, mathematical discussion using precise mathematical language and consolidation of basic skills and routines.
Pupils in EYFS learn through a mixture of adult-led activities and child-initiated activities both inside and outside of the classroom. The classroom environment support maths throughout a number of provision areas, ensuring children are able to access activities throughout the day to practice and develop skills being taught. In addition, consistent, daily maths lessons take the form of direct teaching, which is followed up by enhanced activities placed in areas of provision in the classroom, which may be accessed independently or supported by an adult.
Children at St Joseph’s understand and value the importance of Mathematics, this is evident through pupil voice.
“I love Maths”
“My brain is working when I do Maths”
“We use concrete, pictorial and abstract to help us break down methods like short division”
Summative assessment takes place at the end of each term and children’s progress and attainment is discussed with Senior Leaders in pupil progress meetings. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. Attainment and outcomes in mathematics have a prominent focus throughout our school.
Through high quality first wave teaching, guidance and effective feedback, most children will achieve age-related expectations by the end of each year group.
By the end of Key Stage Two, children will leave our school prepared for the next step in their mathematical education; outcomes in Mathematics, over the last three years, show both attainment and progress outcomes as above, or well above average.
Our School Documents:
During the academic year 2020-2021, we will follow the updated White Rose Maths Hub Schemes of Learning, in light of the 2019-2020, COVID School Closures. These new schemes provide additional support and guidance for teaching mathematics, which suggest longer periods of time is spent on topics to secure understanding and also suggest any content that children may have missed last year.
We are also incorporating the Department for Education ‘Ready to Progress’ guidance – https://www.gov.uk/government/publications/teaching-mathematics-in-primary-schools
We will adapt the planning to suit the needs of our children and utilise the home learning videos to support catch up sessions and adapted lessons or 1-1 sessions for those falling behind. We will ensure that quality first teaching and the use of support staff closes the gaps for all our children through engaging lessons that are tailored to the needs of our children in order to accelerate progress.
In either paper form or online, Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice.
Each week concentrates on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practised every third week or so.
This format has very successfully boosted times tables recall speed for hundreds of thousands of pupils over the last 8 years in over 14,000 schools – both primary and secondary – worldwide.
- Purple Mash
- RM Easi Maths (Mathematics Intervention Programme for Targeted Children, as required)
- Parent Information about the Year 4 Multiplication Check
Useful Curriculum Links:
Third Space Learning Maths Hub (resources from maths tuition experts) https://mathshub.thirdspacelearning.com/
BBC Bitesize – KS2 Maths https://www.bbc.co.uk/bitesize/subjects/z826n39
Primary Games Arena (games) https://primarygamesarena.com/
Hit the Button (times tables and number bonds) https://www.topmarks.co.uk/maths-games/hit-the-button
Math is Fun (worksheets) https://www.mathsisfun.com/
Primary Resources https://www.primaryresources.co.uk/
NRich (problem solving and challenge questions) https://nrich.maths.org/
Maths Zone (portal to lots of maths games and quizzes) https://mathszone.co.uk/