Maths at St Michael's
Maths lead: Mr Nice
"Pure mathematics is, in its way, the poetry of logical ideas."
For some children, and adults alike, maths can be daunting. Here are some ways we can help our children reach their full potential:
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!
Here are some useful websites that can help you with your homework and revision...
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:
Programme of Study
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 (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:
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.