“Pure mathematics is, in its way, the poetry of logical ideas.”
Albert Einstein: German-born theoretical physicist best known for the theory of relativity and the famous equation E = mc2.
Maths is the foundation for understanding the world and we want our children to know the purpose behind their learning and to apply their knowledge to their everyday lives.
At St. Michael’s, we provide high-quality Mathematics through our Explore Curriculum that is challenging, enjoyable and ambitious for all of our learners and builds a schema to support and develop children’s cognitive load. Underpinned by the National Curriculum, our Mathematics curriculum allows progression and skill for our children to have the opportunity to go beyond the National Curriculum in order to become fluent in number as well as being able to conquer Mathematical reasoning, with increasing articulacy and accuracy.
We encourage our children to take risks, explore Mathematics and make the connections needed to enjoy a greater depth of learning and secure their understanding . Our inclusive Mathematics curriculum is sequenced in an effective way, is adaptive and provides challenge for all children from EYFS up to Year 6 and our teachers choose to progress to new learning when our learners have a secure understanding and can apply their learned skills fluently.
Our curriculum aims to develop mathematical competencies and to have our children understand the power of Mathematics and how it can be applied across the curriculum. By the time our children reach the end of their Primary Mathematics journey, we endeavour for them to be able to use mathematics in different contexts, talk like a Mathematician by using the vocabulary they have obtained through explicit teaching and retrieval practice and have a mathematically curious mind.
Mathematics at St. Michael's
For some children, and adults alike, maths can be daunting. Here are some ways we can help our children reach their full potential:
- Stay positive- think of our mission values and be resilient!
- Point out the Maths in everyday life (at the shops, in a restaurant, a bus timetable)
- Work together because two heads are better than one.
- Use websites and videos to support learning at home (there are some helpful links below)
- Ask your child’s teacher for support (they will be happy to help!)
- Make Maths enjoyable at home!
Intent for our teaching and learning of Mathematics
- Everything we do reflects a CPA approach: Concrete (the use of hands-on manipulatives), Pictorial (representing Mathematics through images and diagrams), Abstract (fluency in number)
- Curiosity to investigate and make Mathematical statements
- Reasoning and problem solving around Mathematics and using vocabulary to talk like a Mathematician
- Daily retrieval practice so we know our children know more and remember more
- Resilience to be able to take on a challenge and overcome mistakes to take exciting new steps in learning and exploring
- The ability to make connections and apply Mathematical skills to all areas of the curriculum
Please look on twitter for #STMmaths to to experience maths in action!
Our Mathematics Lesson Structure
There are four main components to our lessons at St. Michael’s. Each part is crucial to our learners’ Mathematical understanding and progression throughout each lesson. These components are: Retrieve and Reason, I do We Do, You Do and Review. Our 4-part lesson shows consistency across our school and provides our children with a familiar structure to aid their learning.
- Retrieve & Reason – this is a crucial part of teaching at our school and allows children to recall and use what they have learned in previous lessons, topics, terms and year groups; learn more and remember more. Retrieval helps to embed learning into the long term memory. We then work through a word problem so all of our children are challenged in their mathematical abilities and have the chance to talk like a Mathematician at the beginning of a lesson.
- I Do, We Do – this is where the main teaching happens! Our teachers model and talk through what the children will achieve during the lessons and demonstrate strategies that help our children work independently. The children have the chance to explore their new learning through partner and whole class discussion during the ‘We Do’ part of our lesson. As the children begin to gain an understanding of their objective, they can choose to go on to work independently.
- You do – the children get a chance to use what they have learned and put it into practice. This is an opportunity for our children to use their skills and different support is offered by our staff where needed. Worked examples are visible for the children as they embed their new skill.
- Review – the children will self-assess or self/peer mark their work so get a good understanding of their progress during the lesson. We also review by challenging the children with reasoning questions, having group discussions and writing themselves a ‘top tip’ to remember. This part of the lesson can also be an opportunity for the class teacher to address misconceptions or re-teach a concept if needed. The ‘Review’ part of the lesson is all based around what the children need and can change on a lesson-by-lesson basis.
Programme of Study - White Rose Maths
Long term planning
The National Curriculum for Mathematics 2014 and the Early Learning Goals (Number, Shape Space & Measure) provide the long term planning for mathematics taught in the school. We base our planning around the White Rose Maths Hub scheme of learning from EYFS to Year 6. This is a scheme of learning that has been meticulously planning and developed to meet the aims of the National Curriculum. The schemes provide our teachers with exemplification for Mathematics objectives and are broken down into small steps of learning to enhance fluency and reasoning skills. We use small steps teaching to support mastery in Mathematics and to deepen understanding.
The long-term aim of the White Rose curriculum is to produce an ambitious, high-quality curriculum that is accessible to all learners. We want our children to become fluent in the fundamentals of Mathematics and White Rose embraces these aims, supports a CPA approach and gives guidance to help children become fluent mathematicians.
The impact of our curriculum will show through assessment. Before each new topic, we complete pre-topic assessment tasks that inform the planning and teaching of the unit of work. They provide an evidence base for what our children have retained and are able to process before new learning is applied.
We also ‘live mark’ as a form of formative assessment throughout lessons, which allows our teachers to support learners, address misconceptions, adapt and challenge where needed. This knowledge then impacts daily planning of Mathematics lessons to support and develop specific areas.
Summative assessment is used at the end of each term. Years 2 and 6 will complete their year group specific test papers and years 1, 3, 4 and 5 complete NFER tests. We then adopt a diagnostic approach to assessment and complete question level analysis; knowing where a child is and where they need to get to is at the heart of all of our teachers’ planning and is vital in ensuring children leave St. Michael’s as confident, fluent and life-long mathematicians.
Liverpool Maths Party Day
Each year, we participate in Liverpool Maths Party Day. This is a Mathematics enrichment opportunity for our children. The purpose of the day is to highlight and celebrate the role of Mathematics in our everyday lives.
Below are some helpful websites that our children can use to do some Mathematics at home. The children have log in details for some of the websites, but if your child is unsure, please ask their class teacher how they can log in. Enjoy!
Just click a button below to View any document, you will then have the option to Download or Print the file. You can access all of our policies and reports on the website. Please contact the school if you would like any paper versions of our documents.