The intention at St. John the Evangelist Catholic Primary School is that children are taught to become competent and independent mathematicians. Underpinning all lessons is the mastery approach: teachers will ensure all children build a deep conceptual understanding which enable them to apply their learning in different situations. Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking. We will provide the children with the necessary resources to access the curriculum and encourage them to use these where appropriate to explain their logic and reasoning.
We recognise that in order for pupils to access and progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. We follow White Rose Maths' Schemes of Learning alongside the newly revised ‘Teaching mathematics in primary schools’ document to ensure objectives are covered for each year group.
For each objective, a consistent lesson structure is followed throughout school complementing our ‘teaching for mastery’ approach.
Teachers use White Rose Maths' Schemes of Learning document in conjunction with a range of other resources such as: NCETM, I See Reasoning by Gareth Metcalfe and NRich.
As well as this, children’s fluency skills are enhanced further through daily ‘Fluent in Five’ sessions and reasoning skills are promoted and developed in ‘Rapid Reasoning’ interventions.
Concrete, Pictorial, Abstract
Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.
All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – Children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – Children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
- Children demonstrate a quick recall of facts and procedures.
- Children are given the opportunity to develop their reasoning skills verbally, pictorially and in written form.
- Children use mathematical language to explain their ideas and can apply the concept to new problems in unfamiliar situations.
- All children are challenged and are encouraged to apply new mathematical concepts in various ways.
- Children show a high level of pride, presentation and understanding of the work.
- Lessons are stimulating and allow children to represent new learning in different ways.
- Lessons are carefully planned and sequenced allowing children to develop and refine their skills.
- Learning is tracked and monitored to ensure children excel and reach their potential.
- Children believe they can achieve and have a 'Can Do' attitude to learning.
National Curriculum Objectives
To find out what your child will be expected to achieve, please click on the relevant year group:
White Rose Maths
We follow White Rose Maths' Schemes of Learning. These provide an overview of the maths your child will be learning in school.
Each year group is split into three terms (Autumn, Spring and Summer), and each term compromises individual blocks of learning about a particular topic.
Each block is broken down into a series of small learning steps. Together, these small steps cover all the curriculum that your child needs to know.
Click on the link to find your child's year overview:
These policies outline models and images teachers use to support teaching of different concepts.
At the end of the document there is a glossary, which outlines key language used when teaching the four operations.
Click on the links to read the policies:
Working walls are used to model different representations of key concepts, familiarise children with key vocabulary and provide children opportunities to reason.
Ways you can support your child at home
There are home learning videos for every small step your child needs to know
by the end of the year, from Reception to Year 6.
These are fun, effective and easy to use. To access the online videos, click here.
To support your child further with maths at home, there are free workbooks available.
To access these workbooks, click here.
Illustrated Maths Dictionary
Help your child to learn key vocabulary by clicking here
Times Tables Rockstars
Support your child in developing their fluency skills with their times tables. Look out for 'Battle of the Bands' tournaments!
Visit the site by clicking here