Mathematics

Curriculum

White Rose Scheme of Learning. Daily maths lessons during the week. Following the ‘Small Step’ approach using the scheme but adapting to suit the needs of the year group and cohort. This will ensure a thorough coverage of the national curriculum whilst breaking down maths objectives into manageable steps. This will be evidenced in book scrutiny, lesson observations and pupil voice. Our maths curriculum ensure that all are challenged and lessons are ambitious supported by NCETM and activities from a wide range of sources. Children are fluent in maths concepts and reasoning and problems solving is built into fluency lessons.

Our curriculum is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs, the knowledge and cultural capital they need to succeed in life. Our curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.

IMPLEMENTATION

Maths at Huntington CP School:

• Basic Maths skills are taught daily. Focussing on key mathematical skills including place value, the four operations and fractions.
• A range of reasoning resources are used to challenge all children and give them the opportunity to reason with their understanding.
• Children are taught through targeted differentiated small group and mixed ability whole class lessons.
• Lessons use a Concrete, Pictorial and Abstract approach to guide children through their understanding of mathematical processes.
• Homework is set to develop and review children's learning.
• Where possible, links are made with other subjects across the curriculum.
• During the academic year the whole school enjoy taking part in National Maths Week England and International Numeracy Day. 

EYFS Mathematics Curriculum

Maths concepts and skills are taught through dedicated carpet sessions, focus teaching sessions and maths play during continuous provision. The EYFS environment has been developed to support mathematical concepts such as counting, measuring, sorting, comparing quantities and pattern making. All maths concepts are taught through practical resources (such as Numicon) and real-life experiences, which are often linked to our current topic e.g. exploring capacity through making magic potions! In our outdoor environment, maths is everywhere! The children have access to giant Numicon, number tiles, balance scales, objects to sort and count. The children have daily opportunities to investigate shape in the construction area / Forest School area, capacity in the water area and counting in the mud kitchen.

In Nursery, children develop a love of maths through games, songs, rhymes, and play using concrete manipulatives. There is a focus on the following counting principles; one to one correspondence, stable order and cardinal principle. Children’s fine manipulative skills are a focus to develop 1-1 correspondence so children count each object only once. Mastering Number sessions take place four times a week in Reception to secure firm foundations in the development of good number sense and fluency in calculation for all children. Differentiated / practical maths home learning challenges are set weekly for Reception children via Tapestry. The more able children in class are being further supported with problem solving / reasoning  / a deeper understanding of number rather than just working with larger numbers.

We use Development Matters to inform planning and coverage alongside First4Maths for ideas with activities and resources. Every child in Reception has an individual maths book to record teacher focus practical tasks. We use Tapestry to record and share the children’s learning with their parents. Staff meet regularly to discuss observations made and use them to plan the next steps in learning. Insight is used to track pupil’s progress informed by detailed tracking documents.

Key stage 1 - years 1 and 2

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 4 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.

Reception, Year 1 & Year 2 classes take part in the NCETM 'Mastering number' initative which aims to support pupils in these classes to develop good number sense. 

Lower key stage 2 - years 3 and 4

The principal focus of mathematics teaching 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 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 2 - years 5 and 6

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 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly.

You will find the maths units taught during the year for each of our year groups in the attached documents. 

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