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Curriculum (Intent)  

The National Curriculum for mathematics aims to ensure that all pupils: 

  • 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 

  • can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. 

During their time at St Augustine’s School, not only are we aiming to ensure that pupils become fluent in mathematics; are able to reason mathematically; and are able to problem solve, we also want our children to  

  • develop a positive attitude to mathematics as an interesting, enjoyable and challenging subject 

  • develop lively and enquiring minds with an appreciation of the creativity of mathematics 

  • develop an ability to think clearly and logically in mathematics with confidence, flexibility, independence and perseverance 

  • develop an appreciation of the nature of numbers and space 

  • reach an understanding of the basic structures of mathematics 

  • develop an understanding of mathematical pattern and be able to identify relationships  

  • develop mathematical skills and knowledge accompanied by instant recall of basic facts  

  • become confident and proficient to calculate mentally using a range of strategies 

  • develop and understanding of mathematics through a process of systematic enquiry and experiment  

  • develop a variety of methods of working on independent and cooperative tasks 

  • develop an awareness if uses of mathematics in the environment and its links with other subjects and how maths is a vital life skill 

Pedagogy (Implementation) 

At St Augustine’s, we are teaching maths through a mastery approach.  Mastering maths means acquiring a deep, long-term, secure and adaptable understanding of the subject.   Mastery requires that pupils use mathematical concepts, facts and procedures appropriately, flexibly and fluently; recall key number facts with speed and accuracy and use them to calculate and work out unknown facts; and have sufficient depth of knowledge and understanding to reason and explain mathematical concepts and procedures and use them to solve a variety of problems.   

Under this mastery umbrella, we use a’ small steps’ approach that allows children to meet carefully thought-out milestones to successfully progress through the National Curriculum. This is achieved through careful planning of small steps incorporating precise choice of mathematical language, problem solving and reasoning in different representations, variation of problems and exploration with practical resources to allow children to apply their understanding in different contexts.       

By using this approach, we can deepen and strengthen our pupils’ understanding of mathematical concepts; improve their problem solving and reasoning skills; increase their use and understanding of manipulatives and modelling; become fluent in key number facts to ultimately improve their confidence and enjoyment of mathematics. 

Assessment (Impact) 

The impact of our mathematics curriculum is that our children understand that maths is a vital life skill and that it permeates into every aspect of our lives.  Thus, our children understand the relevance and importance of what they are learning in relation to real world concepts.  Our children are also instilled with a joy of mathematics.  They have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can explore, investigate and ask questions; they know that it is reasonable to make mistakes because they understand that making mistakes strengthens their learning through the journey to finding an answer.  Children are confident to ‘have a go’ and are confident in choosing the equipment, models and strategies they require to help them solve their problems. Our maths books show work of a high standard, demonstrating that the children clearly take pride in what they are doing.  The small steps approach is evident throughout the books, demonstrating good coverage of fluency practice, reasoning and problem solving and challenge. Our feedback and interventions support children to strive to be the best mathematicians they can be, ensuring a high proportion of children are on track or above. Our school standards are high, we moderate our books both internally and externally and children are achieving well.