Mathematics teaching at St. Gabriel’s follows the school’s Teaching & Learning policy. The principles laid out in this policy are a key factor in our high levels of achievement in Mathematics. Mathematics is given a high priority throughout the school. We aim to give each child the skills and knowledge to be fluent Mathematicians, who are equipped and confident problem solvers. By using statutory curriculum criteria and other relevant planning documentation, we ensure that every year group covers and builds on each area of mathematics.
The Teaching & Learning policy specifies that teaching of Mathematics at St. Gabriel’s should:
Be undertaken as a result of assessment. The curriculum is re-structured every half term as a result of a half-termly gap analysis of pupils’ skills. Our teaching concentrates on areas of pupils’ weakness, alongside the teaching of the core skills for each year group defined in the National curriculum.
Ensures that learning in mathematics is a result of the use and application of mathematics to solve problems with a real-life context.
Ensures that pupils are given daily opportunities to revisit the core fundamental skills in mathematics at a level appropriate to ensure learning and progress.
Focuses very closely on the pitch of learning, so that pupils at all levels are challenged on a daily basis and that time is spent developing a growth mindset in pupils, so that they relish the challenge of the questions.
Ensure that pupils get weekly (or more regular) opportunities to undertake independent mathematical investigations. These investigations are fun, creative and stretch the pupils ability to manipulate number.Ensure that pupils have knowledge of number facts and
Ensure that pupils have knowledge of number facts and good understanding of the four operations:
are able to use this knowledge and understanding to carry out calculations mentally, to apply general strategies when using one-digit and two-digit numbers and in particular strategies to special cases involving bigger numbers.
make use of diagrams and informal notes to help record steps and part answers when using mental methods that generate more information than can be kept in their heads.
have an efficient, reliable, compact written method of calculation for each operation that they can apply with confidence when undertaking calculations that they can not carry out mentally.
All classrooms reflect mathematical learning and teaching. Teachers use displays as working walls to reinforce, model and extend the children’s current learning.
Collaborative and independent methods of working are taught and encouraged within and across ability groups.