Maths Intent
At St Cuthbert’s we follow the White Rose approach for teaching mathematics. The main intent of our curriculum is to create fluent mathematicians who develop conceptual understanding of what maths is and how they can apply it to their lives. Children who can reason and explain maths using a range of appropriate mathematical language and apply this knowledge to solve problems within the subject.
Teaching mathematics as a whole class to ensure that all children can access an appropriate level of learning for their age and have equal opportunities to progress within the subject. Small steps within each topic ensures progression with scaffolding, physical resources and direct intervention in place to support pupils individual needs. Challenges, additional activities, and problems which require a deeper understanding allow higher attaining pupils to be pushed to reach their targets.
At St Cuthbert’s we follow a mastery approach to our lessons. Our teaching of mastery is based around the five big ideas representation and structure, mathematical thinking, fluency, variation and coherence. Lessons are constructed to reinforce competence within number whilst giving time for problem solving in every lesson. Children develop their reasoning skills by explaining how they solved each calculation and working to find the most efficient method. A range of concrete, pictorial and abstract ideas are skilfully planned into lessons to develop deep thinking. This allows children to make mathematical connections and move between different contexts and representations.
Lesson planning follows the ‘White Rose’ small step progression structure with additional content added depending on the needs of the class. A clear and comprehensive overview and a progression of skills, in each strand of mathematics, shows how learning progresses within and across year groups. Small steps for each strand build upon prior knowledge and develop new concepts. Lessons will consist of recaps, mathematical talk between teacher and pupils as well as pupils and their peers and structure independent tasks.
In KS2 mixed classes, maths teaching will follow the ‘White Rose’ mixed small step progression documents. Children will work on similar topics with the younger cohort completing scaffolded work to ensure differentiation. In some cases, they will be exposed to topics from the older cohort’s curriculum; this will be done in a way so that both sets of children can access the learning at an appropriate level.
Upon leaving St Cuthbert’s, the majority of children will be confident mathematicians, able to use correct mathematical language, solve problems and explain their methods. They will be prepared to apply their skills to a KS3 curriculum.
Maths Intent
At St Cuthbert’s we follow the White Rose approach for teaching mathematics. The main intent of our curriculum is to create fluent mathematicians who develop conceptual understanding of what maths is and how they can apply it to their lives. Children who can reason and explain maths using a range of appropriate mathematical language and apply this knowledge to solve problems within the subject.
Teaching mathematics as a whole class to ensure that all children can access an appropriate level of learning for their age and have equal opportunities to progress within the subject. Small steps within each topic ensures progression with scaffolding, physical resources and direct intervention in place to support pupils individual needs. Challenges, additional activities, and problems which require a deeper understanding allow higher attaining pupils to be pushed to reach their targets.
At St Cuthbert’s we follow a mastery approach to our lessons. Our teaching of mastery is based around the five big ideas representation and structure, mathematical thinking, fluency, variation and coherence. Lessons are constructed to reinforce competence within number whilst giving time for problem solving in every lesson. Children develop their reasoning skills by explaining how they solved each calculation and working to find the most efficient method. A range of concrete, pictorial and abstract ideas are skilfully planned into lessons to develop deep thinking. This allows children to make mathematical connections and move between different contexts and representations.
Lesson planning follows the ‘White Rose’ small step progression structure with additional content added depending on the needs of the class. A clear and comprehensive overview and a progression of skills, in each strand of mathematics, shows how learning progresses within and across year groups. Small steps for each strand build upon prior knowledge and develop new concepts. Lessons will consist of recaps, mathematical talk between teacher and pupils as well as pupils and their peers and structure independent tasks.
In KS2 mixed classes, maths teaching will follow the ‘White Rose’ mixed small step progression documents. Children will work on similar topics with the younger cohort completing scaffolded work to ensure differentiation. In some cases, they will be exposed to topics from the older cohort’s curriculum; this will be done in a way so that both sets of children can access the learning at an appropriate level.
Upon leaving St Cuthbert’s, the majority of children will be confident mathematicians, able to use correct mathematical language, solve problems and explain their methods. They will be prepared to apply their skills to a KS3 curriculum.