St Marie’s Catholic Primary School Curriculum Guide - MATHS
"Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding." –William Paul Thurston
At Saint Marie’s we are mathematicians
At Saint Marie’s we intend all pupils to:
- Become fluent and accurate in the fundamentals of mathematics
- Develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- Reason mathematically by following a line of enquiry, identifying relationships and generalisations, and developing an argument, justification or proof using mathematical language
- Solve problems by applying their mathematics to a variety of increasingly complex problems
- Apply their mathematical knowledge to science and other subjects and everyday life
- Become confident mathematicians who are not afraid to take risks
- Be able to use a range of written and mental methods for calculations and choose the most appropriate and efficient method for a particular task
At Saint Marie’s we use the Concrete, Pictorial and Abstract/Symbolic approach to support conceptual understanding.
We use a differentiated input approach - children’s difficulties and misconceptions are identified through immediate formative assessment and addressed with rapid intervention – commonly through individual or small group support the next day.
A bespoke medium term plan is used to guide teacher’s planning and a variety of resources including Rising Stars, White Rose Maths Hubs materials, Maths No Problem, NCETM, Deepening Understanding and Classroom Secrets.
Teachers have a secure understanding of year group expectations and have access to the progression of expectations for all year groups, so that children’s learning can be matched to their ability and needs.
Number Sense is implemented through:
- A focus of ‘number of the week’, progressing from numbers 1-20.
- Exploring the number throughout the week, linking it into everyday life.
- Structured play, adult-led activities and child initiated learning
- Cross-curricular learning
- Whole-class teaching
- Small focus-group Teaching
The majority of the children achieve the Age Related Expectations for their year group. Children have quick recall of facts and procedures appropriate for their cohort. Pupils have the flexibility to move between different contexts and representations of mathematics i.e. from concrete to pictorial to symbolic. Children recognise relationships and make connections in mathematics. They use mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
1. Summative (termly)- NFER with standardisation (Y1 – Y6)
2. Summative/ diagnostic – Test Base, previous SATs (Y2 and Y6)
3. Formative / ongoing – through marking, assessment and feedback Moderation:
a) In-house b)CLASS (local) c)Local Authority