The Maths Curriculum at St Anne’s Catholic Primary School
At St Anne’s, we love Maths and strive to support all children to develop the mathematical skills, knowledge and understanding to master and, wherever possible, to exceed age-related expectations so that they are prepared for whatever the future may hold.
At St Anne’s, we
- Enable children to become fluent in the fundamentals of mathematics through varied and frequent practice, with complexity increasing over time.
- Develop pupils’ conceptual understanding and ability to recall and to apply knowledge rapidly and accurately.
- Scaffold children to reason mathematically: following a line of enquiry, conjecturing relationships and making generalisations.
- Explicitly teach mathematical language in order that children can develop an argument, giving justification and proof.
- Enjoy problem-solving: applying knowledge to a variety of routine and non-routine problems.
- Always break down problems into simpler steps and persevere in answering.
St Anne’s Primary School has adopted the CLIC Maths approach to teaching fluency (number facts, times tables and related facts) and uses the Maths No Problem scheme for core Maths. See the link below for an explanation of MNP!
Maths No Problem is based on the mastery approach associated with Singapore Maths. This, in turn, is based on best-practice research and ensures that we are offering our pupils the finest maths curriculum. It has received praise from key educational bodies, such as the Department for Education (DFE), the National Centre for Excellence in Teaching Mathematics (NCETM), the National Curriculum Review Committee and OFSTED.
The principles of Singapore Maths at St Anne’s Catholic Primary School:
- Before commencing a unit, teachers undertake a prior learning check which allows pupils to demonstrate the knowledge and understanding they already have. This, in turn, enables the teacher to plan a unit which provides the right amount of challenge for all students.
- Children learn new concepts using the concreate- pictorial-abstract (CPA) approach. This enables pupils of all attainment levels to develop a deeper and more secure understanding.
- All lessons commence with a problem to be solved using resources and with a partner.
- Guided practice (led by the teacher) is followed, either by independent work, or by continued support in a small group led by an adult depending on the need of the individual.
- Challenge is built into every lesson through journaling.
- Pupils are given opportunities to apply their knowledge outside maths lessons.
- On-going assessment ensures that learning is constantly tailored to pupils’ needs whilst summative assessment (undertaken every half term) informs medium term planning and interventions.
Challenge 1:
A fish tank has 30 Litres of water. The tank is 3/5 full. How much more water is needed to fill the tank?
Challenge 2
What is the value of the digit bold in 541503?
What happens to the value of this digit when you multiply by 10?
What happens to the value of this digit when you divide by 100?
Challenge 3
Mo and his four friends eat a meal.
They each pay for part of the meal.
Mo pays £5.20.
Each of his friends pay £3.80.
How much did the meal cost in total?
Challenge 4
There are 360 people watching a film.
There are 197 adults watching the film.
How many more adults than children are watching the film?
Challenge 5
Josh is using a calculator to find the difference between two numbers.
8000-3807=
However, the zero button on the calculator is faulty.
Suggest two ways he can find the answer without using the zero button.
Explain you answer.
Challenge 6
Freya recieves some pocket money.
She spends;
1/5 of the money on a book.
3/4 of what she has left on a game.
Freya now has £3.80 left.
How much pocket money did she start with?
Year 4 Maths
In year 4 we have been learning how to subtract using the column method. We need to remember to rename the next column when we are taking from the next value. 
