Mathematics

The 2014 National Curriculum for Maths aims to ensure that all children:

 

  • become fluent in the fundamentals of Mathematics

 

  • are able to reason mathematically

 

  • can solve problems by applying their Mathematics
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Intent 

At Christ the King, these skills are embedded within Maths lessons and developed consistently over time. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically, think logically and to work systematically- all valuable skills that help children to make sense of the world around them. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics. 

Through explicit teaching within planned and systematic sequences of lessons, pupils will gain a deep understanding of key concepts and build upon these in order to make sustained progress. At Christ the King Catholic Primary school, we believe all children should have the opportunity to be mathematically curious, to love their maths lessons and leave our school with a positive mind set towards mathematics.

Offering our children, a progressive and accessible mathematics curriculum is at the forefront of everything we do. We use a range of learning strategies to allow our children to develop their resilience and support them to become confident mathematicians, who are able to use high-quality mathematical language in the classroom. Throughout the school, we use the CPA approach to help pupils understand mathematics and to make connections between different representations.

 

Implementation

Our curriculum follows the Nationally acclaimed 'White Rose Maths' curriculum.  Despite our mixed age-group classes, we recognise that the knowledge, skills and understanding in maths is progressive and therefore we have adopted a single-form approach to teaching maths.  This means that all pupils are taught within their chronological age-group with appropriately adapted learning to ensure that gaps in learning are addressed whilst still enabling progress.

Skills and mathematical knowledge is constantly rehearsed and revisited through times Ashley Down table booklets In LKS2 and 'flashback 4’ throughout the whole school so that children become fluent in their application. Every Maths lesson starts with a retrieval activity where children rehearse fundamental mathematical skills they have learned before. This constant revisiting and practicing of skills allow our children to consolidate learning and make progress.

 

Impact

 At Christ the King, we aim for the teaching of Maths across the school to be good and all children to make progress. We aim for the number of children achieving Age Related Expectations at the end of Year 6 to increase year on year. 

We assess the impact of our Math provision using formative and summative assessments. Teachers use feedback, assessment for learning and questioning daily to identify misconceptions in learning and use this to inform their planning to move learning on. Termly summative assessments allow teachers to use gaps analysis to identify the main gaps in knowledge which subsequently informs planning.

Children are confident in their own abilities, where they are enjoying maths, feel comfortable in making mistakes and learning from them. We want children to develop their number skill to take into Year 7 and have a much greater understanding of the concepts that underpin maths, which will enable them to make progress in KS3.

 

 

 

See White Rose long term plans below for each year group:

 

 

   
   
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Remember to regularly access TTRS to develop your child/s times table knowledge.