‘By following in the footsteps of Jesus,
we are making the heart, mind and spirit soar’
Our actions and words of today are the footprints of our future.
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
At St.Thomas Aquinas our teaching follows the New National Curriculum 2014.
Click on link to view – Programmes of study KS1 and KS2( 2014.)
We are continuing to embed our mastery curriculum and following on from implementing the mastery approach in KS1 & KS2 our Foundation Stage Leader has recently been involved in a Mastery in Mathematics in EYFS Research group, run in conjunction with the NCETM. We have adopted the government approved Power Maths throughout all keystages within the school, which places number as a priority and a large proportion of time is spent reinforcing number to build competency. The scheme ensures that teachers stay in the required key stage and support the ideal of depth before breadth. It also ensures students have the opportunity to stay together as they work through the scheme as a whole group. The scheme also provides plenty of time to build reasoning and problem solving elements into the curriculum. Other resources such as Nrich, White Rose, NCETM, MyMaths and TimesTable Rock Stars are used to supplement the teaching. Children are given their own individual log on details to programmes such as MyMaths and Times Table Rock Stars to enhance and personalise their own learning. The school’s Calculation Policy details the approach and learning progression in the main operations of addition, subtraction, multiplication and division, and also includes examples of how CPA (concrete, pictorial and abstract) can be used to support pupils’ learning in each area. It is a working document that all staff are expected to apply.
Calculation Policy (run alongside WRH policy and guidance) - coming soon
Teachers plan using the EYFS profile, Power Maths and NCETM materials where appropriate. The childrens’ achievements are highlighted on their work immediately if appropriate. Practical activities and observations are recorded on the 2 Simple software and then transferred to their individual Early Years Profiles. Click here to view the EYFS Maths Mastery curriculum.
By following the National Curriculum and mastery approach for mathematics St Thomas Aquinas aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems 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
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. Pupils are encouraged to make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They are also encouraged to apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress will always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, including through additional practice, before moving on.
MASTERY IN MATHEMATICS
At our school, we promote mastery in Mathematics by extending and deepening children’s fluency, problem solving and reasoning skills across challenging contexts.
- Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.
- The large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
- Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
- Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.
- Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up. The intention of these approaches is to provide all children with full access to the curriculum, enabling them to achieve confidence and competence – ‘mastery’ – in mathematics, rather than many failing to develop the maths skills they need for the future
Click on link for each year group to see the end of year expectations:
The skills that are taught in Mathematics, in each area, follow a progression throughout the Year groups click below to see