Our school is committed to safeguarding and promoting
the welfare of children and young people. We expect all
staff, visitors and volunteers to share this commitment.
If you have concerns regarding the safeguarding or
welfare of any of our pupils, please contact Mrs Elder
(Designated Safeguarding Lead,) Mrs Scott or Mrs Garcia
(Deputy Designated Safeguarding Lead.)
The Safeguarding and Child Protection policy can be
found here. SAFEGUARDING AND CP POLICY
At St. Joseph's, we are passionate about providing a stimulating and engaging curriculum in Maths.
Maths is a creative and highly-interconnected discipline that has been developed over centuries, providing the solution to some of history's most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides:
What’s behind it…
At St. Joseph’s, we aim to ensure that pupils:
We are committed to making our maths curriculum as active and involved as possible. In order to achieve this, we have implemented Maths of the Day activities into our learning. Through these activities, children are up on their feet and wholly engaged in mathematical learning. They take part in maths-based team games and exciting activities which incorporate many aspects of PE and physical development. More to the point - the children love it!
Our Maths curriculum is taken from the National Curriculum 2014 and is underpinned by the Lancashire Maths planning resources.
The National Curriculum for KS1 states that:
"The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1." (N.C. 2014)
The National Curriculum for Lower KS2 (Years 3 and 4) states:
"The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling." (N.C. 2014)
The National Curriculum for Upper KS2 (Years 5 and 6) states:
"The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Pupils should read, spell and pronounce mathematical vocabulary correctly." (N.C. 2014).
Children's ability to calculate using the four operations (addition, subtraction, multiplication and division) is based on a clear progression through a series of steps. It is vitally important that children are not asked to move on to the next stage in learning until they are ready and have a sound grasp of the previous stage.
Please have a look at the progression in calculations documents below which explain how this progression takes place.