St Pius X Catholic Primary School

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

Name
PRIMARY National Curriculum - Mathematics.pdf	Download

Showing 1-1 of 1

'Mathematical fluency skills help students think faster and more clearly, giving them the energy, attention and focus to tackle complex problem-solving and reasoning questions.'

Fluency across the school

Maths fact fluency is a top priority for us as a school. These are the programmes each class are using to aid this development in all pupils.

Mastery in Number Programmes

We use Mastery in Number in KS1 from Reception to Year 3

We are implementing Mastery in Number KS2 for Years 4 and 5 this year.

https://www.ncetm.org.uk/maths-hubs-projects/mastering-number/

Mastery in Number KS1

Reception
Year One
Year Two

Flashback Four

Year Three

5 a Day

Year Five
Year Six

Mastery in Number KS2

Year Four
Year Five

Multiplication Tables

Understanding and knowing multiplication/times tables is an essential skill for all pupils. This is time tabled to be taught discretely in all classes from Year 1 to Year 6 and then consolidated in homework.

Times tables Rock stars is used to consolidate learning and is part of homework across Key Stage 2.

Another useful link to practise tables is - https://timestables.co.uk

Year 1

Count in multiples of 2,5 and 10. Recall and use all doubles to 10 and corresponding halves.

Year 2

Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables

including recognising odd and even numbers.

Year 3

Recall and use multiplication and division facts for the 2, 5, 10, 3, 4 and 8 multiplication tables.

Year 4

Recall and use multiplication and division facts for multiplication tables up to 12 x 12.

Year 5

Revision of all times tables and division facts up to 12 x 12.

Year 6

Revision of all times tables and division facts up to 12 x 12.

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.

White Rose Maths Scheme Overview

Download Document

Assessment

Maths is assessed using the Puma Rising stars assessment for classes up to Year 5. In Year 6 pupils are baselined and assessed using previous KS2 SATS papers.

Maths in EYFS

Nursery

Teaching of Maths is supported in Nursery through using ‘Development Matters’.

(Development Matters is non-statutory guidance. It helps to put in place the requirements of the Early Years Foundation Stage Statutory Framework.)

Maths in Nursery is embedded into all areas of the curriculum and continuous provision. It is a child centred approach starting with noticing things and asking questions for example, 'What can you see?'. This has led to a child of four noting that Maths is all made up of patterns.

(See Curriculum Map page 2 for Maths)

Download Document

Maths in Reception

In Reception Maths is taught through Mastery in Number and White Rose

Assessment at the end of Reception is assessing the pupils against the Early Learning Goals.

Number ELG 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.

Numerical Patterns ELG 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.