Mathematics

 

“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”

Primary National Curriculum, 2014

 

 

Being a mathematician at St George’s Primary School means;


1. Mastering concepts using a concrete, pictorial, abstract (CPA) journey then using these structures and representations to simplify mathematics.

 

2. Having and understanding of mathematics. Our children should understand the key mathematical concepts and vocabulary. They should be able explain their learning and make connections between the different elements of mathematics. They should see their learning as building blocks of understanding.


3. Being fluent in the fundamentals of mathematics through varied practice.They can work quickly and efficiently to recall facts and procedures to think strategically and solve problems.


4. Reasoning mathematically by following a line of enquiry, conjecturing, working systematically, and making generalised statements.


5. Problem solving by annotating problems, identifying what we already know, recognise connections with other areas of maths and combine facts and methods to seek solutions.


6. Being mathematical thinkers who can communicate, justify, argue and prove using precise mathematical language.


7. Developing patience and perseverance. Should become skilled at problem solving through opportunities to break down problems into a series of simpler steps and the ability to persevere when seeking solutions. Must learn that being good at maths doesn’t mean they have to be quick!

 

 

Teaching for Mastery

Mastery.png

Our maths curriculum provides pupils with a deep, long-term, secure and adaptable understanding of the subject. Within all maths lessons ‘The Five Big Ideas in Teaching for Mastery’ will be evident. 

 

Coherence

Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.

 

Representation and Structure

Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation.

 

Mathematical Thinking

If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others.

 

Fluency

Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics.

 

Variation

Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.

 

Curriculum Overviews

Below are the curriculum overviews for each year group. The overviews have been designed by staff at St George's and are reviewed annually. 

Number sense and fluency:  This section will ensure that our children understand the structures and patterns to help them learn and master their key number facts.  This might include number bonds, multiplication tables, division facts etc.

Mastering key mathematical concepts:  This is the central focus of the school's planning.  Children will be taught age related concepts on key concepts including place value, calculation, statistics, angles, perimeter, properties of shapes etc.

Additional information, including our Maths Curriculum Statement, can be found below.

 

Promoting Resilience, Respect and Results

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