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Maths

Maths at St Michael's 

 

 

Maths lead: Mr Nice 

"Pure mathematics is, in its way, the poetry of logical ideas."

Albert Einstein

For some children, and adults alike, maths can be daunting. Here are some ways we can help our children reach their full potential:

  • Stay positive- think of our mission values and be resilient!
  • Notice maths in everyday life (at the shops, in a restaurant, a bus timetable)
  • Work together because two heads are better than one. 
  • Use websites and videos to support learning at home. (see below)
  • As your child's teacher for support (they will be happy to help!)

 

Try these maths challenges from Nrich- another great website for open ended investigations!

 

Please look on twitter for #STMmaths to to experience maths in action!

 

 

Maths support

Here are some useful websites that can help you with your homework and revision...

Intent

 

The curriculum here at St Michael’s, underpinned by the National Curriculum, holds our children and their aspirations, environment and development at its heart. Whilst allowing them to build their knowledge and skills, it also prepares them for their future as citizens of Liverpool and the wider world. We embrace our children’s spiritual needs through our mission values whilst celebrating their cultural diversity and identity.

 

We want our children to have access to a high quality maths curriculum that is both challenging and enjoyable and that provides them with a variety of mathematical opportunities, which will enable them to make the connections needed to enjoy a greater depth of learning. We strive to develop children who are confident mathematicians and who are not afraid to take risks. Our children need to develop the necessary skills to make them “deep thinkers” acquiring maths skills that can be recalled quickly and transferred and applied in different contexts. They need to be able to make rich connections across the areas of maths and use their knowledge in other subjects. Maths is the foundation for understanding the world and we want our children to know the purpose behind their learning and to apply their knowledge to their everyday lives.

 

Our core principles:

  • Daily lessons designed to underpin and develop number fluency, reasoning & problem solving.
  • Daily lessons will be supported by quickfire 10-15 minutes basic skills sessions. In addition, there will be regular opportunities to practise basic skills outside of the maths lesson.
  • Everything we do should reflect a CPA approach: Concrete (hands on manipulating equipment) Pictorial (representing resources and equipment through diagrams and aids) Abstract –Where children are number fluent.
  • Our CPA approach therefore requires well-resourced and age appropriate resources in each classroom and learning base.

 

Programme of Study

Framework.

The National Curriculum Program of study is taught in organised blocks using the White Rose Skeleton Planning. This ensures previous knowledge is built upon in a systematic way. Specific class-based teaching uses a variety of resources rather than one particular scheme. This allows the teacher and adults working with the children to tailor and select resources which match their prior knowledge.

 

 

Each unit or block of work will include aspects from the following model. There is no set starting point, some topics may be best building upon solid skills, whereas at other times it is more beneficial to introduce reasoning.

Assertive Mentoring

 

Assertive mentoring (AM) provides regular opportunity to expose the children to the whole curriculum. This is done through the skills check programme. This will include aspects the children have previously covered, aspects currently being taught, plus early exposure to topics yet to be covered.

 

Through trialling and adapting for our school over two years this has proven to provide pupils and staff with the following advantages:

  • Allows teachers to pinpoint teaching & adjust planning.
  • Builds resilience for pupils “A have a go attitude”
  • Allows topics not to be seen or taught in isolation.
  • Allows teachers to check and revisit topics if necessary - while clearly planning for future teaching.

 

Hot & Cold Assessments

Cold tasks can be useful at the beginning of new units as they provide an evidence base for what children have retained and are able to process before new learning is applied. However as staff become more familiar with their children’s responses in weekly AM these become less necessary. Teachers will decide if Cold tasks are needed during the planning process.

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