‘Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems.  It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment'.

'A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject’.

(National Curriculum)

At St Peter’s, we strive for our pupils to build lifelong skills in mathematics through the provision of a progressive curriculum rooted in a mastery approach, where they are exposed to rich, contextualised, problems. Within maths lessons, pupils have the opportunity to develop fluency of mathematical skills, apply those skills within contextualised problems and deepen their understanding of the skill through reasoning around problems.

As stated in the National Curriculum for mathematics, we aim for all of our pupils to be able 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.
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• 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.

Our curriculum is based on a cyclic, recursive model, where pupils will meet the same domains several times over the course of each year. This enables children to retrieve knowledge they already have and build upon it throughout the year. We align Power Maths teaching tools and independent work to our recursive curriculum. This supports pupils’ ability to make links across and between different domains, strengthening their understanding further. Power Maths is a mastery based approach that encourages the use of verbal reasoning in every lesson and provides a range of tasks to support fluency, problem solving and reasoning skills linked to each domain. 

Within each domain, there are opportunities for pupils to develop their conceptual understanding of mathematics through the use of concrete resources, pictorial representations and abstract calculations (CPA). These build progressively through each strand of the curriculum, deepening pupils’ understanding of the maths to enable them to problem solve and reason effectively. Through the use of CPA, pupils are exposed to a range of strategies to help them solve calculations which in turn gives them the opportunity to choose the most efficient calculation strategy to solve a problem.

Please click on the document below for further information about our curriculum coverage in mathematics.

We strive to embed our values in all areas of school life, promoting them as a guide for flourishing in life and learning.

As Mathematicians, we:

CELEBRATE the different ways we can solve maths problems.

COLLABORATE to share our reasoning around different problems.  

RESPECT that others may solve problems in a different way to us.

Have a RESPONSIBILITY to explore different ways to solve maths problems in order to find the most efficient method.

Understand how one area of mathematics will SERVE to support us in other areas of mathematics.

Seek to discern the TRUTH about how and why maths works through reasoning.
 

We are in the process of developing a new calculation policy to support teaching of maths and home learning.  The documents below demonstrate small steps in learning, including concrete, pictorial and abstract examples.

More documents coming soon!

Subject Lead: Mrs Huggett

Subject Governor: Janet Ruthven