Maths

Curriculum Team Leaders

Mrs H Owen
Mrs R Hawkins
Mrs A Marsh

Link Governor 

Mrs A Thomas and Mrs S Garratt

At Peters Hill we follow the White Rose mathematics scheme of learning.

At Peters Hill, our mathematics curriculum strives towards the following aims:

To ensure that topics are broken down into manageable steps that build on a sequence of learning where mathematical concepts are connected.

To develop a depth of understanding across a range of concepts.

To adopt a mastery approach, spending time on topics in order to embed understanding and develop rich connections across them.

A focus on the ability to calculate both mentally and in written form and to continue revisiting and consolidating these skills in order to commit them to long term memory. 

The curriculum will have regular repetition so a significant amount of lesson content is drawn from previously linked learning and then referred to when a a new idea is introduced.

Teaching will ensure that pupils will have the necessary appropriate knowledge of facts, concepts and procedures required to solve associated mathematical problems and reasoning activities of a more complex nature.

Gaps in learning will be identified and addressed quickly when they prevent a pupil from tackling more complex mathematical concepts.

Children will explore maths and present their findings not only in a written form but also visually; to that end teachers will adopt the CPA approach: concrete, pictorial, abstract.

Children will have a sound knowledge of subject vocabulary and will be able to use this in order to communicate and justify their ideas.

We believe that in mathematics, all children should experience the following 5 big ideas:

Follow the central component of the NCETM programme to develop the teaching of Mastery based around Five Big Ideas, drawn from research evidence, underpinning the teaching for mastery.

1. 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.

2. 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

3. 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

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

5. 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.

The Pathways

Children become proficient mathematicians through the development of learning across key pathways. These are;

Pathway 1 – Number: Place Value
Pathway 2 –Number: Addition and Subtraction
Pathway 3 – Multiplication and Division
Pathway 4 – Number: Fractions
Pathway 5 – Measurement: Length and Height, Weight and Volume, Money
Pathway 6 – Time
Pathway 7 –Geometry: Shape, Position and Direction
Pathway 8 –Statistics
Pathway 9 –Decimals and Percentages
Pathway10 –Ratio and Proportion
Pathway 11 –Algebra

Curriculum Drivers - How do our whole school values link to the subject?

AMBITION (Success) – • The Maths curriculum at Peters Hill aims to promote high standards of Numeracy by equipping children with a broad range of vital skills which can be applied not only within school but used in everyday life. The desired outcome is to instill a deep and lasting interest in mathematics to last a lifetime.

BELIEF (Confidence)– • It is important to encourage children to develop and nurture a range of strategies to help them solve problems, make links with other subjects and grow in confidence in the understanding of numbers. • Children are given praise, primarily for effort irrespective of getting the answer correct, they are listened to and their interpretations and methods acknowledged, and contributions valued.

COMPASSION (Motivation) – • Peters Hill promotes a positive, enthusiastic and resilient attitude towards maths. Students are taught that everyone can become good at maths if they work hard and challenge themselves to constantly learn more. • Emphasis is given to developing mathematical thinking and going through the process of solving the problem rather than the goal being focused on simply getting the right answer.

PRIDE (Knowledge)– • Because pupils will be well-practiced in using a wide range of written and mental methods, these skills will be committed to their long term memory and therefore pupils will have faith in their mathematical abilities • Pupils will have pride in having a sound understanding of calculation, number, shape, space and measures, and handling and interpreting data

RESPECT (Responsibility) – • Children will be encouraged to take responsibility for setting personal goals so they feel accountable for their own learning. • Pupils will be encouraged to approach problems using different strategies and celebrate the fact that individuals can approach the problem in unique ways, reiterating how maths is dynamic and allows for different ways of thinking, cultivating an air of mutual respect.

Please see the documents below outlining our whole school overview for mathematics.