Maths at St Giles
At St Giles, we endeavour to teach our children a rich and progressive curriculum, which is inclusive of every child. Our aims are to fulfil the requirements of the National Curriculum for Maths to enable pupils to:
- Become fluent in the fundamentals of mathematics, including through varied and frequent practice, 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.
We aim for a high-quality Maths curriculum, which should inspire in pupils a sense of enjoyment and curiosity. We believe that maths teaches us how to make sense of the world around us through developing a child’s ability to calculate, reason and solve problems. It enables children to understand and appreciate relationships and patterns in both number and space in their everyday lives.
At St Giles, we aim to:
- Promote enjoyment, enthusiasm and resilience for learning through practical activity, exploration and discussion.
- Promote confidence and competence with numbers and the number system.
- Develop the ability to solve problems through decision making and reasoning in a range of contexts.
- Develop a practical understanding of the ways in which information is gathered and presented.
- Explore features of shape and space and develop measuring skills in a range of contexts.
- Understand the importance of mathematics in everyday life.
In ensuring high standards of teaching and learning in French, we are implementing a curriculum that is progressive throughout school. Children at St Giles follow the White Rose scheme of learning, which is based on National Curriculum entitlements, although this is also supplemented by other approaches.
- Staff follow the recommended programme of study as outlined in the knowledge and skills progression document, which breaks new learning down into manageable steps, lesson by lesson.
- Staff ensure that the key knowledge, concepts and procedures receive the appropriate coverage within each unit of work, to ensure pupils are ready for the next stage.
- Teaching should provide opportunities for mathematical reasoning and solving problems to allow pupils to make useful connections between mathematical ideas.
- Within the curriculum, flexibility provides opportunities to revisit previously learned mathematical knowledge, concepts and procedures to ensure these become deeply embedded in pupils’ memories.
- Staff provide opportunities for pupils to apply their mathematical knowledge across the curriculum, where appropriate.
- Quizzes and recall activities are planned into the timetable to ensure children’s learning is retained.
- Learning is adapted to make it as accessible as possible for SEND pupils.
If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:
- Ongoing teacher assessments to inform next steps in learning.
- White Rose termly assessments in Y1 (from Spring term) – Y6
- Pupil discussions about their learning.
- By analysing children’s written maths work and matching this to the key knowledge that they need to remember at each stage of their learning, based on planning overviews.
- An understanding in pupils of how each unit of work links to another.
- Regular quizzes and recall sessions.
- Assessed reflection of standards achieved against the planned outcomes.
At St Giles, we strive to ensure that children are equipped with knowledge and skills that enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.