Statement Of Intent
Here at St Josephs, we believe that our Maths curriculum will create enthusiastic, confident and articulate mathematicians. We intend to provide a curriculum which gives all children the necessary skills and knowledge for them to become successful in whatever path they choose to take in life. The aim is to produce an ambitious, connected curriculum where they will develop the skills that can be easily transferable across all areas of the curriculum. It allows children to better make sense of the world around them relating the pattern between mathematics and everyday life. It gives them the tools to become problem solvers.
We believe that fluency is the key. Children need to have a secure understanding of basic principles in order to deepen their knowledge of the maths curriculum further. At St Joseph’s, pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. Through paired work, we encourage our children to ‘Talk like a Mathematician’
Our children deserve to be challenged. We encourage resilience, adaptability and positive attitudes. Children are encouraged to make mistakes in a safe and encouraging environment where they are supported to discuss these misconceptions with their peers and teachers.
This is underpinned with:
High Expectations and Mastery
The Teaching of Fluency
The Teaching of Reasoning
The Teaching of Problem
All children secure long- term, deep and adaptable understanding of maths which they can apply in different contexts. Pupils who grasp concepts rapidly should be challenged through being offered rich mastery and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
We intend for all pupils to 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.
We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
We intend for all pupils to 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. Mathematics is an interconnected subject in which pupils need to move fluently between representations of mathematical ideas.
Overview of Learning
Why is the White Rose Maths curriculum ordered in the way it is?
To learn mathematics effectively, some things have to be learned before others, e.g. place value needs to be understood before working with addition and subtraction, addition needs to be learnt before looking at multiplication (as a model of repeated addition). You will see this emphasis on number skills first, carefully ordered, throughout our primary curriculum. For some other topics, the order isn’t as crucial, e.g. Shapes and Statistics need to come after number, but don’t depend on each other. We try to mix these so pupils have as wide a variety of mathematical experiences as possible in each term and year.