Tilney All Saints C of E Primary School
Maths
AIMS
Our curriculum for mathematics aims to ensure that all pupils:
- Become fluent in the fundamentals of mathematics.
- Reason mathematically by following a line of enquiry.
- Solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.
Our curriculum encourages pupils to talk about their mathematical reasoning, which is a key factor in developing mathematical vocabulary and presenting a mathematical justification. In this way, pupils learn to make their thinking clear to themselves, as well as others, whilst building secure foundations to probe and remedy any misconceptions.
Pupils are expected to master a range of strategies and recall these to solve familiar problems, as well as applying what they know when tackling unfamiliar ones. Children often worry about making a mistake or getting things wrong in maths. Whilst ultimately the outcome is important, we need to give consideration to the process and decision making that happens to achieve this.
As a school, we are currently on a journey to implement “Complete Maths”. During this time, teachers are starting to plan and deliver lessons using Complete Maths as a guide, as well as using other aspects of the programme to enhance intervention and assessment.
We place great importance on children knowing their times tables, so work in class and at home is often focussed on this. One way we help to promote children’s table knowledge is providing access to Times Table Rockstars for every child to practice at home.
Our mathematics curriculum provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the power of mathematics, and a sense of enjoyment and curiosity about the subject.
Content
Key Stage 1 (Years 1 and 2)
The principal focus of our mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the 4 operations, including with practical resources for example, concrete objects and measuring tools.
At this stage, pupils develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teachers also help pupils to use 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, it is our aim that pupils will know the number bonds to 20 and be precise in using and understanding place value. An emphasis is placed on practice at this early stage.
The curriculum ensures that pupils are able to read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
Over the course of the 2 years, pupils will cover:
▪ Number - number and place value
▪ Number - addition and subtraction
▪ Number - multiplication and division
▪ Number - fractions
▪ Measurement
▪ Geometry - properties of shapes
▪ Geometry - position and direction
▪ Statistics
Lower Key Stage 2 (Years 3 and 4)
The principal focus of our mathematics curriculum in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the 4 operations, including number facts and the concept of place value. This encourages pupils to develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
We also aim to make sure that pupils develop their ability to solve a range of problems, including simple fractions and decimal place value. Teaching also ensures 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. Our curriculum strives to enable pupils to use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, it is our aim that pupils will have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work, and can read and spell mathematical vocabulary correctly and confidently.
Over the course of the curriculum, pupils will learn about:
▪ Number - number and place value
▪ Number - addition and subtraction
▪ Number - multiplication and division
▪ Number - fractions
▪ Measurement
▪ Geometry - properties of shapes
▪ Geometry - position and direction
▪ Statistics
Upper Key Stage 2 (Years 5 and 6)
The principal focus of our mathematics curriculum 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 develop their ability to solve a wide 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 aims to consolidate and extend knowledge developed in number. Teaching also ensures that pupils classify shapes with increasingly complex geometric properties and pupils learn the vocabulary they need to describe them.
By the end of year 6, the curriculum aims to make sure that pupils are fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages, and pupils are able to read, spell and pronounce mathematical vocabulary correctly.
Over the course of the curriculum, pupils will learn about:
▪ Number - number and place value
▪ Number - addition and subtraction
▪ Number - multiplication and division
▪ Number - fractions
▪ Measurement
▪ Geometry - properties of shapes
▪ Geometry - position and direction
▪ Statistics