Mathematics
Subject Leader - Mrs T Roberts
Mathematics Curriculum Intent Statement
At St. Pius X we believe in a broad and balanced curriculum. Our ambitious Mathematics curriculum fulfils the National Curriculum requirements and we use the White Rose scheme of work as a tool to help us deliver the objectives. The scheme of work is coherently planned, sequenced and has rigorous progression to enable children to reach their full potential as mathematicians and gain the knowledge and skills required through a mastery based learning approach to allow pupils to succeed in life. Our skills progression allows teaching and learning of Mathematics to be easily adapted to meet the needs of all our pupils. Mathematics has meaningful links to other subjects such as Science, PE, and Art and Design. As a Catholic school our faith underpins our key teachings and pupils learn the importance of this. Our core Gospel Values are golden threads throughout all our teaching and learning. We approach every area of the curriculum with this in mind. This includes Mathematics which has awe and wonder within it that should be shared constantly with the pupils. This approach helps to expand our pupils social, moral, spiritual and cultural development. Our Mathematics curriculum not only develops our pupils educationally, but we plan in experiences to develop our children's cultural capital such as visits to other schools for higher ability students, having special days dedicated to this subject and visits to local secondary schools to raise the profile of this subject.
‘Doing Maths should always mean finding patterns and crafting beautiful and meaningful explanations. ‘
- Paul Lockhart
Key Maths changes to the EYFS 2021
- strengthen literacy and numeracy outcomes to ensure all children have a good grasp of these areas of learning in preparation for year 1
- Mathematics will include a greater detail on the importance of shapes, spatial reasoning and measure as part of early maths learning, and how children can foster a love of maths.
Early Learning Goals
- Mathematics will include greater clarity to counting and comparing quantities in the Numerical Patterns ELG.
- Government will proceed with its focus on number and numerical patterns within the mathematics ELGs as the strongest predictor for later maths outcomes.
- This also reflects government’s continued commitment to strengthen the teaching of early numeracy so that all children, particularly those from disadvantaged backgrounds, are able to start year 1 with a strong and confident foundation in number.
- Practitioners and teachers will still be required to teach children about shape, space and measures, as part of a well-rounded curriculum, as set out in the revised mathematics educational programme.
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically.
Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.
By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built.
It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
Mathematics
ELG: Number Children at the expected level of development will: - Have a deep understanding of number to 10, including the composition of each number; - Subitise (recognise quantities without counting) up to 5; - Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
ELG: Numerical Patterns Children at the expected level of development will: - Verbally count beyond 20, recognising the pattern of the counting system; - Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity; - Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
.Progression of Maths Vocabulary EYFS/KS1/KS2
Maths in Nursery - Numberblocks
At St Pius X School, we use the resource Numberblocks to introduce Maths to our youngest pupils. To aid progression through the Early years into Year 1, this resource is continued to be used, when appropriate. alongside the White Rose Scheme for learning.
This resource is an excellent introduction to number for young children. Using the familiar Numberblocks show, NCETM have created a scheme of work to support early number recognition, counting and ordering. T
Mastery in Number Programme
We have enrolled on this programme this term. For more information please follow this link.
https://www.ncetm.org.uk/maths-hubs-projects/mastering-number/
White Rose Maths Scheme Overview
National Curriculum Coverage
The national curriculum for mathematics 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
As a school, we now use the White Rose Maths Scheme. Below you will find the document showing how progression in skills develops as it moves up through the school.
| Name | |
|---|---|
| PRIMARY National Curriculum - Mathematics.pdf | Download |
Progression KS1 - KS2
Assessment
We use the PUMA assessments termly for summative assessment of all pupils. Our formative assessment is ongoing.
Information for Parents
Homework in this subject, due to the current situation, is in the form of a fluency test to practise for and also time using Times Tables Rock Stars. The app Showbie is used both in school and at home to share work with the pupils.
White Rose Maths Videos for Parents
https://whiterosemaths.com/for-parents/
https://whiterosemaths.com/for-parents/maths-with-michael/
Calculations Policy
Enrichment & Cultural Capital
We aim to constantly improve our enrichment and cultural capital offering in Mathematics. Currently, the subject is enhanced by the following:
- A Secondary Maths teacher extending Maths for high ability pupils
- High ability mathematicians’ day for Years Five and Six – St Columba’s School
- Year Six running tuck shop.
- Remote Learning Challenges
- Orienteering Club & Competitions
- Number Day
- Teachers versus pupils Times Tables Rock Star challenges
- Rock Star Day
- World Multiplication Day10.21
- World Maths Day 14.3.22
- Times table Rock Star of the Week
- SATs Booster Group