Curriculum Intent

At St Mary’s our intent for mathematics is to teach a rich, balanced and progressive curriculum using Maths to reason, problem solve and develop fluent conceptual understanding in each area.

We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

Maths is a journey and a long-term goal, achieved through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.

There are 3 levels of learning:

Shallow learning: surface, temporary, often lost  

Deep learning: it sticks, can be recalled and used 

Deepest learning: can be transferred and applied in different contexts 

The deep and deepest levels are what we are aiming for by teaching maths using the Mastery approach. 

Curriculum Aims

Whole School Aims	In Mathematics…
To have Christ at the centre of everything we do.  To provide opportunities for children to develop as independent, confident, resilient, successful & motivated learners with high aspirations who know how to make a positive and transformational contribution to their local community and wider global society.	At St Mary’s, we wish for all children to enjoy Mathematics and to experience success in this subject, with the aim of building confident and competent mathematicians for the future.  We aim to ensure children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts.
To be firmly rooted in the principles of Catholic Social Teaching.  Inspired by Pope Francis, St. Mary’s Curriculum encourages our pupils to grow in self-awareness and become advocates of social justice.	At St Mary’s we encourage a ‘can do’ or ‘can’t do it…yet’ attitude towards our mathematical learning. The mastery approach allows for all children to succeed together as we support each other in our development. We encourage healthy competition within our own classes and against other.
To challenge all pupils, regardless of disadvantages or special needs, to be the greatest example of themselves.  Through experiences both inside and outside of the classroom, pupils are provided with a purpose and relevance for learning, which allows them to develop their own personal strengths and interests.	To ensure whole consistency and progression, the school uses the White Rose Maths scheme, which is supported by the DFE funded Maths Hubs programme, ensuring teachers understand the pedagogy of the mastery approach. The mastery approach is designed so that all children are given the opportunity to master each concept in Mathematics through the small steps taken in each lesson supported by models and images. New concepts are shared within the context of an initial related problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning.   Children are both supported and challenged within this context with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, as appropriate.
St Mary’s Curriculum develops the key skills necessary for all our pupil and promotes high expectations of standards and enjoyment in Reading, Writing and Maths across all subject areas.	Mathematics is an essential part of a balanced curriculum. All learners should become fluent in the fundamentals of mathematics with the ability to communicate mathematically when reasoning and solving problems by the application of their mathematical understanding and also in their explanations. We aspire to shape children that are enthusiastic about their maths and can see links to other area of the curriculum i.e geography, history, science.
To develop pupils with a broad and lasting knowledge of subject specific vocabulary.	Vocabulary plays a crucial part in children’s ability to make links to other areas of learning and as a result strengthen mathematical connections. Vocabulary is explored and explained throughout the whole learning process. This language will support children as they progress through the different stages of their education.
To empower pupils to respect each other and themselves, show respect and understanding for people of all faiths, race and gender, and for all living things, promoting stewardship and to ensure all pupils are well prepared for life in a rapidly changing world.	As part of mathematics lessons, all children’s answers are valued, and children are encouraged to be supportive towards others who try but may not get the answer correct. We advocate collaborative learning so that children can appreciate that everyone has something to offer and a different way of tackling a problem.

Curriculum Implementation

Our mastery approach to the curriculum is designed to develop children’s knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6. 

Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt. 

All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols. 

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing. 

Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems. 

Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence. 

Teaching and Learning, Content and Sequence 

In school, we follow the national curriculum and use the White Rose (DFE approved) Scheme of Work as a guide to support teachers with their planning and assessment. 

The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time. 

Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts.  

The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels. 

Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson. 

Children move through the different stages of their learning at their own pace. 

Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a GREATER DEPTH activity. 

This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems. 

Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking. 

Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group. 

Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles. 

A love of maths is encouraged throughout school via links with others subjects, applying an ever growing range of skills with growing independence. 

Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress. 

Curriculum Impact

At St Mary’s, it is imperative that all children have a secure understanding of each mathematical concept before moving on. We ensure that the children have mastered the maths in every lesson by using assessment for learning, identifying and addressing any misconceptions as and when they arise. Where possible teachers and teaching assistants deliver targeted focus groups, based on the assessment of the work produced to ensure children are ready to move on and children are able to keep up. The expectation is that the majority of children will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged by being offered rich and sophisticated problems before any acceleration to new content. They become true masters of content, applying their knowledge to a variety of problems. Children who are not sufficiently fluent will consolidate their understanding through additional support. As well as assessment for learning during the lessons, regular and ongoing assessments of the pupils’ outcomes, informs teaching, as well as intervention, to support and enable the success of each child.

Overall intended impact

• Maths is engaging and enjoyable for all pupils; they develop a positive can do attitude towards Mathematics.
• Children experience the beauty, power and fun of mathematics developing a sense of curiosity about the subject and recognising it as a key life skill.
• Teachers have the confidence and knowledge to deliver a well – planned and interesting curriculum to pupils using a range of resources and approaches.
• Pupils make good progress in their acquisition of skills, knowledge and understanding.
• Children access a range of different learning opportunities, both in and out of the classroom.
• Staff evaluate the impact of their teaching and learning and develop their practice to suit the learners in their classroom.
• Subject leader can identify strengths and areas for development of the subject and act upon it in the interest of the school.