‘Mathematics is a creative and highly interconnected discipline, it is essential to everyday life. A high quality mathematics education 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.’
(Mathematics National Curriculum 2014)
At Cardinal Newman School we strive to ensure that Mathematics work is meaningful and purposeful. We wish pupils to feel confident and competent when using mathematics to enable them to make sense of the world and to solve problems.
Throughout the school, children are given opportunities to engage in practical work using relevant materials and equipment, this is considered essential as the basis for the acquisition of the key concepts in Mathematics. Alongside this, the children also learn fundamental number facts and relationships which are the foundation of future work in Mathematics.
At Cardinal Newman we call upon a variety of different teaching methods to engage and enthuse children in a Mathematics curriculum that is suited to their needs. We employ a creative curriculum at Cardinal Newman and although Mathematics is currently taught as a stand-alone subject, we do incorporate a creative aspect within the subject by planning investigative work based on the topics being taught.
A range of formal and informal assessments are carried out by all teachers to ensure that each child progresses at their own rate. This allows children to work towards their own personalised targets and help them become independent learners.
Throughout the school children are taught mathematics by their class teacher in mixed ability classes. All pupils have a daily mathematics lesson, in addition to the daily lesson, various intervention groups are in place in school to support all learners.
At Cardinal Newman School we know the importance of providing practical opportunities for the children to develop and apply their mathematical knowledge to their own learning. Through exploration and play the children can be motivated to think critically and begin to solve everyday problems through applying their learning to new experiences.
Children in Early Years have the opportunity to work with number and shape, space and measure. We aim to provide engaging indoor and outdoor learning experiences, to develop confidence and secure knowledge and understanding across all areas of the mathematics curriculum.
Key Stage 1
In Key Stage 1, Mathematics is delivered through practical activities to make lessons fun and engaging. We carry out mathematic activities both inside and outside of the classroom, using a range of different resources to support learning and embed a secure understanding.
The main focus within Mathematics in Key Stage 1 is to ensure that pupils develop confidence and mental fluency within whole numbers, counting and place value. This involves working with numerals, words and the four operations. Children are encouraged to use mathematical vocabulary when discussing different topics. Mathematical vocabulary is displayed in classrooms and around our school to ensure that children have access to it on a day to day basis.
Key Stage 2
In Key Stage 2, Mathematics continues to be taught in a fun, engaging and enjoyable way. Children continue strengthening their knowledge and understanding of the four operations and apply this knowledge in a variety of ways solving problems and completing a variety of investigations.
All children have access to the abacus scheme and have their own individual login. Teachers regularly online work for children to complete, these activities will reinforce learning that has taken place during the week at school.
At Cardinal Newman we acknowledge the importance of children being able to apply mathematical knowledge to real life experiences; it is essential, therefore, that children develop strong mental maths skills to achieve this. To become confident in developing mental maths strategies, the children must know their times tables. Regular practise is planned for in the delivery of mathematics but we do ask that extra time is spent learning these number facts at home.
The 2014 Mathematics National Curriculum expects that by the end of Year 4, children will know all the times tables facts up to 12 x 12. Please work with us to encourage your child to learn their times tables.
A typical lesson
At present, children in year 1-6 work from the White Rose maths scheme. A range of other schemes and mathematical equipment and websites are used to supplement this.
Daily maths lessons are planned into our weekly timetable, each lesson lasts 45 to 60 minutes and in years 1 to 6 they are structured in the following way:
- Oral / mental starter (5 to 10 minutes). Whole class work to rehearse, sharpen and develop mental and oral skills.
- The main teaching activity (30 to 40 minutes). This includes the teaching input and pupil activities, work as a whole class, in groups, in pairs or as individuals.
- Plenary to recap learning from lesson (10 minutes). Whole class back together to recap any misconceptions and identify progress of learners. This is also an opportunity to summarise key facts and ideas and to discuss the next steps or to set work to do at home.
Useful Maths Websites