Our Maths Curriculum Intent
At St. Bede's, we foster positive attitudes and advocate the belief that 'we can all do Maths!' We believe that all children can achieve in Mathematics, and by implementing a mastery approach, our aim is that pupils acquire a deep, long-term, secure and adaptable understanding of the subject. We deliver a progressive programmme of study where children spend time building deep conceptual knowledge alongside developing procedural fluency, becoming true masters of content. Through delivery of a high-quality Mathematics education, we develop skills essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and future forms of employment. We strive to provide a foundation for understanding the world; the ability to reason mathematically; an eagerness to explore, investigate and problem solve; whilst, at the same time, instilling an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
Our Maths curriculum empowers our children to:
become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically: present a justification, argument or proof using mathematical language
be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication. To follow a line of enquiry, drawing upon a range of procedures and apply these to both unfamiliar contexts and model real-life scenarios
have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics
Our Maths Curriculum Implementation
At St. Bede's, children in Key Stages 1 and 2 study Mathematics daily following the Power Maths Scheme of Learning. Power Maths allows for depth and breadth of learning within each strand of mathematics. Five distinctive features underpin teaching for mastery: (see diagram below.)
Coherence: pupils are taken on a carefully sequenced journey where content is revealed through small interconnected steps. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained and applied across a range of concepts.
Representation and Structure: children engage with a wide and varied range of concrete manipulatives, pictorial representations and abstract methodologies (CPA) within each session.
Concrete and pictorial references scaffold and strengthen understanding and are widely used as a teaching and learning tool from Foundation Stage to Year 6.
Fluency: pupils secure rapid recall of the essential building blocks to mathematical understanding, e.g. number bonds, times tables facts and procedures, which they can then efficiently apply to a range of concepts.
Variation: teachers present content to pupils in multiple ways aiming to deepen knowledge, understanding and procedures, ensuring what is learnt is sustained over time.
Mathematical Thinking: children are encourage to be critical thinkers. They are invited to reason - to describe, explain, discuss, convince and prove. They are encourage to problem solve - recognise patterns in numbers, anlayse, identify chains of reasoning, make connections and work systematically to find solutions.
Lessons are delivered through whole class teaching, partner work and independent activities interweaved. We use high-quality, engaging Power Maths text books and practice books; a typical lesson including questioning, short tasks, collaborative learning, explanation, demonstration and discussion.
Adopting a small-steps approach to delivering content, with activities following the fluency, reasoning and problem-solving format, allows all pupils to work together on the same content at the same time.
Differentiation is achieved through questioning, support and same day intervention, with higher attainers challenged with more demanding problems which deepen their knowledge of the same content.
Daily formative assessment is used to identify misconceptions and addressed with rapid intervention, generally through small group work that same day. Early intervention ensuring that pupils are ready to move forward with the whole class in the next session.
Our Maths Curriculum Impact
At St. Bede’s Primary School, we monitor the progress each child makes, and therefore the impact of our curriculum, in a variety of ways, including:
the use of targeted questioning
marking and feedback
ongoing, formative teacher assessment against key indicators
formal summative assessment at the end of each term
moderation of pupil's work
We use the outcome of monitoring to review our Maths curriculum at different levels: to aid the future planning of lessons and inform strategic actions when necessary.
We know our Maths curriculum is effective when:
children are fluent in the fundamentals of mathematics and have developed conceptual understanding
children have the ability to recall and apply knowledge rapidly and accurately
children can reason mathematically: present a justification, argument or proof using mathematical language
children can solve problems by applying their mathematics to a variety of problems with increasing sophistication. They can follow a line of enquiry, drawing upon a range of procedures and applying these to both unfamiliar contexts and model real-life scenarios
children have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful mathematicians
children understand the relevance and importance of what they are learning in relation to real life events. Children know that Maths is a vital life skill that they will use in many areas of their daily life
children have a positive view of the subject and talk enthusiastically about how they learn Maths at St. Bede's