At The Federation of The Annunciation Catholic Schools, we follow the ‘mastery approach’ to teaching. We want pupils to become fluent in the fundamentals of mathematics; to be able to reason and to solve problems.  We want our pupils to be: Visualisers – we use the Concrete, Pictorial, Abstract (CPA) approach to help children understand mathematics and to make connections between different representations.  Describers – we place emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing, thereby supporting them to take ideas further.

Experimenters – as well as being fluent mathematicians, we want pupils to love and learn more about mathematics.

The CPA approach:

Concrete – doing: pupils are introduced to an idea or a skill by using real objects. ‘Concrete’ refers to objects such as place value counters, base 10 apparatus, fraction tiles, counters, or other objects that can be held and moved.  

Pictorial – seeing: a pupil will begin to relate their understanding to pictorial representations, such as a picture or diagram of the problem.

Abstract – symbolic: A pupil is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6. This is the most formal and efficient stage of mathematical understanding. 

The mathematics curriculum is cumulative – each school year begins with a focus on the concepts and skills that have the most connections (number and place value), which are then applied and connected throughout the school year to consolidate learning. This gives pupils the opportunity to ‘master maths’; by using previous learning throughout the school year, they can develop mathematical fluency and conceptual understanding.

Mathematical Language: 
Mathematics lessons provide opportunities for pupils to communicate and develop mathematical language through:
•    As part of a school-wide focus, pupils are exposed to challenging and key vocabulary at the beginning of each lesson to enrich and recap their learning;
•    Sharing the key vocabulary at the beginning of every lesson, and regularly referred back to during the lesson;
•    Key visual vocabulary (vocabulary with explanatory pictures) is displayed throughout the lesson;
•    Modelling clear sentence structures and expecting pupils to respond using a full sentence;
•    Using stem sentences, “I know half of ____ is ____, this helps me know…”.  Stem sentences are visible to all children throughout the lesson;
•    Talk Partner and Group Work activities, allowing pupils to discuss their thinking and reasoning of the concepts being studied;
•    Flashbacks are used in all lessons to revise Mathematical language and concepts from the previous day, week, term and year;
•    Plenaries which give another opportunity to assess understanding through pupil explanations. 

A Deeper Understanding
We believe it is important that we support all pupils in developing their mathematical thinking and understanding.  
We develop pupils’ understanding of relationships and patterns; their ability to compare, alter and generalise through questioning and providing opportunities to use and apply.

We believe that pupils should:
•    Make rich connections through mathematical ideas
•    Make connections to prior learning
•    Become fluent in the fundamentals of mathematics
•    Reason mathematically
•    Use mathematical language
•    Break down problems into simpler steps
•    Solve problems
•    Understand how mathematics is used in everyday life
•    Enjoy Mathematics!

The Annunciation Approach
Home learning: Teachers set weekly home learning tasks linked to current concept to consolidate knowledge and skills.  We use National Numeracy Maths Family Toolkit problems to facilities opportunities for children to see maths in everyday situations.  This programme encourages families to solve the problems together.  Pupils can access ‘Times Tables Rock Stars’ online to develop their number sense, fluency and accuracy of their multiplication facts. Pupils have access to games and resources provided in our Maths workshops to further support their learning at home.

Number Facts: Each class practises number facts (e.g. multiplication tables, bonds to 10 etc) every day.  This is to develop a rapid recall of facts and reduce cognitive overload.  

Classrooms: To enable pupils’ knowledge to develop and evolve, the learning environment is ever changing to reflect the current learning. Key vocabulary; concrete examples; pictorial designs and abstract methods are displayed around the classroom to communicate ways of thinking mathematically and to act as a reminder to children of possible ways to solve problems.

Resources: Relevant resources are accessible for pupils during all Maths lessons

Vocabulary: Key vocabulary to support knowledge and skills are displayed throughout lessons on display boards. Pupils are encouraged to refer to this when completing tasks; doing group work and reasoning verbally.

Home learning: pupils receive National Numeracy, Maths Family Scrapbook homework.  This encourages children to work with their families on a Maths activity and solve the problem together.  The aim is to get everyone talking about Maths!

EYFS
It is fundamental that all our pupils develop a strong sense of numbers to 10. This will stand them in good stead for Mathematics as they progress through school. Pupils should be able to count confidently; develop a deep understanding of the numbers to 10; the relationships between them and the patterns within those numbers. This includes representing numbers in different ways, investigating how numbers are composed and exploring how quantities change when you add and subtract. 

All pupils are given ample opportunities to explore Mathematical concepts using a range of manipulatives as well as rich opportunities to develop their spatial reasoning skills across all areas of Mathematics including shape, space and measures. Positive attitudes towards Mathematics are encouraged and activities are designed to enable our pupils to explore, problem solve, reason and spot patterns.  

The Early Learning Goals are split into two areas: Number and Numerical Patterns.

Number–

Pupils will:
•    Have a deep understanding of number to 10, including the composition of each
•    Subitise (recognise quantities without counting) up to 5
•    Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts

Numerical Patterns –

Pupils will:
•    Verbally count beyond 20, recognising the pattern of the counting
•    Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other
•    Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed

KS1 AND KS2
Mathematics is organised into the following areas:
•    Number and place value
•    Addition and subtraction
•    Multiplication and division
•    Fractions, decimals, percentages
•    Measurement
•    Geometry – Properties of shapes
•    Geometry – Position and direction
•    Statistics
•    Ratio and proportion
•    Algebra

Useful Mathematics Websites
 

Maths Dictionary for Kids - http://www.amathsdictionaryforkids.com/qr/qr.html 
White Rose Maths - 1-Minute Maths | White Rose Maths
Numberblocks - CBeebies - BBC
Numberblocks | Learning is fun with Learning Blocks | CBeebies shows
BBC Maths http://www.bbc.co.uk/schools/websites/4_11/site/numeracy.shtml
BBC Bitesize KS2 - https://www.bbc.co.uk/bitesize/subjects/z826n39 
Topmarks- teaching resources, interactive resources, worksheets, homework, exam and revision help 
Maths Zone - http://www.mathszone.co.uk/
Place value and Number activities - Splat 100 - Topmarks  
Math Playground - https://www.mathplayground.com/ 
Arcademics Skill Builder - https://www.arcademics.com/ 
Maths Revision - http://www.crickweb.co.uk/ks2numeracy.html 
Maths Frame - https://mathsframe.co.uk/en/resources/category/22/most-popular