St. Peter's Cross Keys
C of E Academy
Nurturing a life-long love of learning
At St Peter’s Cross Keys C of E Academy, we are committed to providing our children with a curriculum that has a clear intention and impacts positively upon their needs. We exceed the National Curriculum by ensuring our children are supported and challenged to apply Mastery skills throughout maths learning.
The national curriculum for mathematics intends to ensure that all pupils:
1. 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.
2. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
3. Can solve problems by applying their mathematics to a variety of routine and non-routine 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.
The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Our curriculum ensures children apply mastery skills. We follow the White Rose maths scheme, which is further supplemented with resources from the NCETM (National Centre of Excellence for the Teaching of Mathematics), NRICH, Testbase as well as others, to further extend fluency, reasoning and problem solving. We also support and encourage children to also apply their mathematical knowledge to all other subject areas where possible.
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 should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich mastery and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.