“Life is a maths equation. In order to gain the most, you have to know how to convert negatives into positives”
– Anonymous
Subject Lead: Mr Hunt
Maths Progression
Intent
At St Joseph’s, we have designed a broad, balanced and progressive curriculum. We aim to ensure all pupils:
- become fluent in the fundamentals of mathematics, so they can develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- reason mathematically by developing an argument, justification or proof using mathematical language.
- are given opportunities to solve problems by applying their mathematics to a variety of problems with increasing sophistication.
Mathematics is an interconnected subject in which pupils move fluently between representations of mathematical ideas. Pupils make rich connections across mathematical ideas to develop fluency, mathematical reasoning, and competence in solving increasingly sophisticated problems.
Implementation
At St Joseph’s daily maths lessons are designed using a mastery approach. Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject and begin to apply concepts in many different contexts. Our teaching of mastery is based around the five big ideas representation and structure, mathematical thinking, fluency, variation and coherence.
‘White Rose’ Maths scheme, is used as a basis for our teaching. It focuses on reinforcing number competency, whilst providing opportunities to build reasoning and problem solving into each lesson and encourages each pupil to build confidence and resilience to achieve in maths. A clear and comprehensive overview and a progression of skills, in each strand of mathematics, shows how learning progresses within and across year groups. Small steps for each strand build upon prior knowledge and develop new concepts. A range of concrete, pictorial and abstract ideas are skilfully planned into lessons to develop deep thinking. This allows children to make mathematical connections and move between different contexts and representations.
Within lessons, children are given opportunities to develop their arithmetic skills at the beginning of a lesson. Children solve written calculations or develop fluency in number bonds or times tables. A review of previous learning is then undertaken to ‘link’ previous and new learning. Mathematical vocabulary is introduced and revisited throughout the lesson. Following this, children are then introduced to a new mathematical concept that develops reasoning and competence when solving incredibly sophisticated problems. It provides children with the opportunity to develop why? and why not? questions. The majority of children progress through the lesson at the same pace with differentiated activities and through individual support. At the end of the lesson, children have the opportunity to reason mathematically and further develop their mathematical vocabulary.
Throughout the Maths curriculum children are assessed in a variety of different ways. At St Joseph’s, we use formative assessment which takes place day- to- day within the lesson. For a more summative view of where children are succeeding, and require additional support, end of term assessments are carried out. This informs future planning and interventions children may require.
Impact
When pupils leave St Joseph’s, they will have developed their knowledge and understanding in key end points linked to topics such as place value, addition and subtraction, multiplication and division, fractions, statistics, measure, algebra and geometry.
The majority of pupil will achieve age related expectations in mathematics and clear progress will be evident in their mathematics books and end of unit and term assessments.
They will have the firm foundations in mathematics and be well placed to make good progress in their future education.