Live and Learn with Jesus.
We follow Jesus through these values; love, fairness, happiness,
kindness and friendship.
Members of Staff Responsible:
Mr R Trew (KS2), Mrs L Frith (KS1) TEAM: STEM
“As teachers at Sacred Heart, our intent is to produce well-rounded mathematicians who: are fluent in mathematical language and number calculations; can reason about choices and decisions they make; can take and apply these skills to solve problems in their everyday lives.”
At Sacred Heart, we engage in a ‘mastery for all’ approach to teaching mathematics. Our aim is for all children to develop as well-rounded mathematicians, who are fluent in mathematical concepts; can reason and question about teaching and learning; and who can apply their knowledge when mathematical problems are set in context. Ultimately, our goal is to send our children onto the next stage of their educational journey well-prepared as young mathematicians.
The national curriculum for mathematics aims to ensure that all pupils:
At Sacred Heart, we see Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. Our Mathematics curriculum is cumulative and staff follow medium and long-term plans taken from the White Rose Hub schemes of learning. The White Rose Hub programmes of study are, by necessity, organised into distinct subject blocks, which develop skills chronologically. Our staff recognise the importance of making connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Teachers at Sacred Heart supplement the White Rose Hub schemes of learning with their own bespoke, targeted and creative challenges.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress are always based on the security of pupils’ understanding and their readiness to move on to the next stage. In many areas of mathematics, without a firm prior learning experience, engagement in further concepts can be difficult. With this in mind, teachers at Sacred Heart, give pupils thorough learning experiences using a variety of teaching methods.
For those pupils who grasp concepts rapidly, rich, sophisticated and challenging problems are offered before any acceleration through to new content. Those who are not sufficiently fluent with earlier material, are given opportunities to consolidate their understanding, through additional practice and targeted intervention before moving on.
The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum: cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. At Sacred Heart, pupils are taught to make their thinking and reasoning clear to themselves as well as others, and teachers ensure that pupils build secure foundations by using discussion to probe and remedy any misconceptions. Children are encouraged to use their growing mathematical vocabulary throughout all areas of the wider curriculum.
By the end of KS2 we aim for children to be fluent in the fundamentals of mathematics with conceptual understanding and the ability to recall and apply knowledge rapidly, accurately and with confidence. At Sacred Heart, we develop well-rounded problem solvers who can apply their mathematics to a variety of situations with increasing sophistication and efficiency. Pupils leave KS2 with the ability to grasp mathematical skills, knowing how apply them to real-life scenarios. Pupils are able to reason mathematically by following a line of enquiry. Pupils develop skills to enable them to present justifications and arguments, and are able to explain their opinions using proof and evidence.
Updated April 2022