We are resilient and confident Mathematicians. We have strategies that we can use to help us and can record our methods in a range of ways, showing our deepening mathematical understanding. We always try our best.
We are caring Mathematicians, respecting others views and questioning when reasoning. We are able to work independently and collaboratively when solving a range of problems. This inspires us to solve real life problems, making Maths fun and meaningful.
We revisit our learning to become fluent in our Mathematical knowledge. We have a range of strategies that we can use to help us retrieve and remember key facts in Maths. We aspire to be life long learners in Maths, applying our skills to everyday life.
We use concrete resources alongside pictorial and abstract recording. We enjoy a challenge, using prior learning to make links to what we already know, applying our learning across the different domains in Maths.
Aims The national curriculum for mathematics aims to ensure that all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.
The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Key stage one:
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.
Lower Key stage two:
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.
Upper key stage two:
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.
In Year R, we follow the Early Years Foundation Curriculum. Children are provided with rich opportunities to develop a strong grounding in number so that all children have the necessary building blocks to excel mathematically. Children are provided with a range of mathematical activities within a Maths session, including Maths through stories. This feeds into their Discovery Time, where teachers provide resources and opportunities in both the indoor and outdoor environments to encourage children to apply their mathematical understanding. Additionally, Maths is promoted through Maths walls and areas, where children can further explore mathematical ideas through a variety of natural and concrete resources.
In Key Stages 1 and 2, we follow the National Curriculum for Maths, and plan using the Hampshire Schemes of Learning. This is a spiral approach, which provides opportunities for all children to embed their learning throughout the year by revisiting each mathematical domain and exploring key models and images that support conceptual understanding. Alongside the Hampshire Schemes of Learning, teachers ensure all children are challenged, and learning is adapted for different children’s needs with the support of the Hampshire Progression of Skills document. Children are given regular opportunities to retrieve prior learning in order to develop greater fluency. This is then built upon, ensuring learning is secure and skills are deepened. Planning ensures there is a range of written and mental methods being taught and developed, along with opportunities to explore which methods are most efficient depending on the calculation.
We believe that for Maths to be meaningful, a range of concrete resources alongside pictorial representations and abstract recordings ensures that children develop their conceptual understanding through a multi-sensory approach. As a result, children become more mathematically independent and confident. Throughout a week or learning journey, children explore a domain whilst making links to others, through a balance of fluency, reasoning and problem solving in real life contexts. Within a learning journey, children are given opportunities to work collaboratively, encouraging children to explain their reasoning through rich discussions.
Times tables are in integral part our children’s learning. Children begin by exploring multiples, sharing and grouping in a variety of representations in KS1, building up to rapid recall and a deeper understanding of the relationships between times tables and division facts in KS2. At the end of Year 4, children sit the Multiplication Tables Check. Times Tables Rockstars is used to motivate pupils and assess their recall skills. Teachers use a range of strategies and resources to prepare children for their Multiplication Tables Check, which will also enable them to apply their times tables knowledge in future years.
National Curriculum for Maths
Maths End of Year Expectations
Times Tables Rockstars
A detailed breakdown of how each area of develops across the Primary years