“Life is a maths equation. In order to gain the most, you have to know how to convert negatives into positives”
Subject Lead: Mr Hunt
At St Joseph’s, we provide service and witness to children, their families and the wider Catholic community, adding value as a family of schools and enriching the learning and experience of all our young people so they may achieve their full potential.
At St Joseph’s, we have designed a broad, balanced and challenging curriculum, which is accessible to all. It has been designed to maximise the development of every child’s ability and academic achievement. As our pupils progress, we intend our children to understand the world, have the ability to reason mathematically, have an appreciation for the beauty and power of mathematics and a sense of enjoyment and curiosity.
Our mathematics curriculum aims to ensure that children:
- become confident and 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.
- are challenged and make meaningful, purposeful links with other subjects.
- develop curiosity and resilience by reasoning mathematically and following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- Share their mathematical reasoning in a respectful and friendly environment where children are prepared to take risks and secure a deep understanding.
- 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
- take on the responsibility of developing and mastering life long learning skills that can be applied to a 21st century Britain.
- have self belief believing they can do it!
The mathematics curriculum at St Joseph’s will offer children the opportunities to draw upon skills, behaviours and knowledge. To be able to do this, all pupils are:
- Taught lessons that allow them to investigate, record and develop a depth of understanding
- Given an understanding of how local businesses work
- Given the opportunities to plan, budget for and resource areas of the school (Fair Trade Tuck Shop)
- Able to participate in external workshops and competitions
- Through local visits and visitor experience, given opportunities to become increasingly aware of the opportunities available in the wider world through the study of mathematics
At St Joseph’s children have a discreet mathematics lesson every day. In order to aid children develop their mathematical understanding, make connections and deepen their understanding we have identified key performance indicators for each year group. These have been selected as we believe they are the fundamental building blocks needed in mathematics. Using this a broad and balanced progressive curriculum was then developed where children build upon prior knowledge and develop new concepts. Engaging computer programmes such as TTRockstars (Times Tables) is used to motivate children and develop basic fluency skills.
As a member of the ‘Maths Hub’, St Joseph’s uses the mastery teaching model. This model is built around a child- centred lesson design that models and embeds a growth mindset approach to mathematics. It is structured around a whole- class teaching model that focuses on helping all children to build a deep understanding of mathematical concepts.
Essential to effective teaching is the planning and delivery of mathematical concepts. Members of staff use an ‘S’ plan to allow them to think deeply about the steps needed to be taken (the journey) to enable all children succeed and meet the objective. This is developed by identifying all the key objectives within the unit and then unpicking them to identify the key ideas. Possible misconceptions or barriers to learning are also identified to intervene and address misconceptions quickly. A range of concrete, pictorial and abstract ideas will be skilfully planned into the lesson to develop deep thinking.
All lessons at St Joseph’s are creative and engaging using the teaching for mastery approach developed around the five big ideas (Coherence, variation, fluency, mathematical thinking and representation and structure.) Within lessons children are given opportunities to develop their fluency skills using ‘Fabulous Five’ at the beginning of a lesson. Children solve written calculations or develop fluency in number bonds or times tables. Mathematical vocabulary will then be introduced or revisited. Following this, children are then introduced to a new concept that builds upon previous learning. They develop their mathematical reasoning and competence when solving incredibly sophisticated problems. It provides children with the opportunity to develop why? and why not? questions. Throughout the lesson, children are given opportunities to discuss their mathematical thinking with their partner and use a range of different representations such as tens frames, part- whole models and bar models. Children move from the concrete and pictorial to the abstract. This allows children to make mathematical connections and move between different contexts and representations in mathematics. Finally, conceptual variation is applied to identity what it is and what is isn’t. At the end of the lesson children have the opportunity to reason mathematically and further develop their mathematical vocabulary. The majority of children progress through the lesson at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
The quality of our mathematics curriculum is reviewed and adapted on a regular basis so we are confident it meets the needs of all our pupils. The impact of mathematics is measured at St Joseph’s through a range of monitoring procedures. We monitor the quality of teaching on a regular basis providing CPD where needed, monitor and look in children’s books to see if key mathematical concepts have been taught, children have a deep understanding there is a sequential progression of skills. In addition to this, discussions with teachers, pupils and parents are held.
“I enjoy maths because it is fun. Everyday is different and you learn something new”-James Y3
“You learn something new everyday. It is challenging to begin with”- Kimberley Y6
Assessment is an essential part of measuring our mathematics curriculum. After each topic children carry out an assessment test to see if key concept shave been understood and which ones need to be revisited. Also termly assessments are carried out and inform teachers future planning. Standardised tests are carried out in Y2 and Y6 and assessment in Reception to measure progress and impact. Moderation takes place in house, with Catholic clusters of schools, local clusters of schools and with the local authority.