Maths Statement of Intent
‘You are the light of the world’
At St Anne’s, we believe that Mathematics is a fundamental skill to ensure our pupils are well equipped to understand the world around them.
We aim to meet the needs of all pupils in creating a curriculum that encourages children to become resilient learners of Maths. Our core values, particularly Respect, Courage and Wisdom, will be used to encourage children to understand how to explain what is occurring, predict how things will behave, and analyse causes. The curriculum is designed to progressively develop the children’s knowledge and understanding of our ever-changing diverse world. We aim to nurture the children’s natural curiosity and love of learning so that they appreciate the wonder and awe of science and develop a deeper respect for the natural world.
By the end of Key Stage 2, our curriculum for maths 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.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. Although the curriculum is clearly dispersed into areas of learning, children must be encouraged to apply their skills and understanding across the maths curriculum to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
The majority of pupils at St Anne’s are exposed to and move through the subject-content applicable to their age at a steady pace. However, when children are not secure in their prior learning, and are working at a considerably different level to their peers, learning becomes bespoke and individual to their needs. On the other hand, when children are working above their peers, they are challenged, and their learning is deepened within their age-expected objectives before moving on.
We believe that through these opportunities children can become confident, resilient Mathematicians who will shine in the world.
