Maths Curriculum Statement
| Intent | At St. Anne’s , we have adopted a mastery approach in order to deliver the three aims of the National Curriculum: fluency, reasoning and problem solving. Underpinning this pedagogy is a belief that all children can achieve in maths. We believe in promoting sustained and deepening understanding by employing a variety of mastery strategies, with teaching for conceptual understanding at the heart of everything we do. We aim to create independent mathematicians who are well equipped to apply their learning to the wider world. Our approach aims to provide all children with full access to the curriculum, enabling them to develop independence, confidence and competence – ‘mastery’ in mathematics. |
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| Underpinned by | High Expectations | Modelling | Fluency | Vocabulary |
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All children are expected to succeed and make progress from their starting points and to have confidence and competence – “mastery” – in mathematics. |
Teachers teach using a clear set of methods with the development of consistent representations and resources throughout the school to expose the mathematical structure being taught. Click here to access the policy relating to this. | Children are given the opportunity to develop quick and efficient recall of facts and procedures and the flexibility to move between different contents and representations of mathematics. | Consistent language and stem sentences used across the year groups. Language use, and understanding of, is an integral part of all mathematics lessons. | |
| Implementation
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Coherence |
Representations and structure | Mathematical thinking | Developing fluency |
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Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts. |
Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation. All children have access to concrete resources to support them. They will then move onto pictorial representations before attempting mathematical problems in their more abstract form. We call this our CPA policy. (please click) | Teaching ideas for the children to deepen understanding, by getting them to work on the idea, think about them, reason with them and discuss them with others is an aspect of all mathematics teaching within the school. | Children are given the opportunity to develop quick and efficient recall of facts and procedures which gives them the flexibility to move between different contexts and representations of mathematics. We have what we have identified as a ‘Top Ten’ for each year group. Theses are key, known facts which are necessary for fluency in that year group. | |
| Variation | Sequencing | Coverage | Problem Solving | |
| In lessons, concepts are represented in more than one way to draw attention to the critical aspects and to develop deep and holistic understanding. | Careful sequencing of lessons, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure. | Fewer topics are covered in greater depth with number sense and place value coming first. | Problem solving is central to every lesson and exercises in teaching and follow up practice involve problems throughout the lesson to enable children to understand the need to and be able to apply mathematics to real situations. | |
| Impact | Pupil Voice | Evidence in knowledge | Evidence in skills | Outcomes |
| To have children who can calculate with confidence, are engaged in, and enjoy, their mathematics lessons. | Being able to explain their reasoning and application to maths problems. | Being able to apply their skills to solve real world problems. | Being ready to progress onto the next stage of their mathematical learning. | |