Mathematics
At Barham Primary School, we offer the children a progressive mathematics curriculum based on the National Curriculum to develop mathematical knowledge and skills for our children.
- Pupils will be positive and enthusiastic towards mathematics, with an awareness of the diversity of the subject.
- Pupils will be competent and confident in taking risks to apply mathematical knowledge, concepts and skills.
- Pupils will be able to solve problems, reason mathematically and think logically and systematically.
- Pupils will be able to work independently and in cooperation with others.
- Pupils will be able to use and apply mathematics across the curriculum, and to understand the application of mathematics in real life contexts and scenarios.
All children have equal access to the mathematics curriculum, regardless of race or gender. Children access the curriculum at the level appropriate to them, ensuring rapid measurable progress. Resources and learning environments are planned and designed to enable all children to access the learning required. Adaptive teaching activities are provided to support less able learners and challenge rapid graspers so they are able to work at greater depth in mathematics. The mathematics curriculum is ambitious for pupils with SEND to ensure they can access the subject at an appropriate level and make progress towards clearly defined end points.
Mathematical knowledge can be linked to engaging topics but will be gained by the teaching of year group progressive skills which build on previous learning, ensuring pupils’ learning becomes embedded. In addition to this, pupils will engage in enrichment activities to support their learning of mathematics for a real purpose through the rest of the curriculum.
Curriculum:
Mathematics is a core subject of the National Curriculum. The knowledge, skills and understanding are set out in the “Mathematics Programmes of Study”. The programmes of study set out what pupils should be taught and the attainment targets set out the expected standards of pupils’ performance.
By using statutory curriculum criteria and other relevant planning documentation, we ensure that every year group covers the following key skills:
- Number and Place Value
- Addition and Subtraction
- Multiplication and Division
- Fractions, Decimals and Percentages
- Ratio and Proportion (Y6)
- Algebra (Y6)
- Measurement
- Geometry
- Statistics
In addition, we strongly support the theory that mental computation is the foundation of being numerate. We teach mental maths discretely at the beginning of every maths lesson or as a full lesson where new concepts are introduced. Similarly, we consider the application of mathematics to problem solving and reasoning a vital skill and focus heavily on the developing pupil’s abilities in this area. Friday Fun Maths ‘lessons’ are timetabled weekly in order to reinforce this intent and provide an
engaging opportunity for all pupils to demonstrate their understanding and unconscious competence in knowledge, concepts and procedures within a different context, drawing connections across different ways of looking at mathematical ideas.
By the end of EYFS children will:
Have a secure understanding of Number and Numerical Patterns across the EYFS Framework. Children will have a deep understanding of numbers to 10, being able to develop their skill of subitising up to 5 as well as automatically recalling number bonds up to 5 and even 10. Furthermore, children will be able to verbally count beyond 20, recognising the counting system, comparing quantities up to 10 in various contexts and exploring and representing numbers within 10, including odds, evens and doubles. The EYFS children will use every day language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects in order to help them solve problems. They will recognise, create and describe patterns, exploring characteristics of everyday objects and shapes, using their mathematical language to describe them.
By the end of Key Stage 1 children will:
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, e.g. concrete objects and measuring tools. Pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. They should also 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, pupils should know their 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.
By the end of Lower Key Stage 2 children will:
Become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. They will develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. Pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Pupils will have the opportunity to 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 instant recall of 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.
By the end of Upper Key Stage 2 children will:
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. 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. Pupils will classify shapes with increasingly complex geometric properties and that they learn the required 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.
Any child working below their age-related expectation, will receive a tailored curriculum with personalised objectives. This will enable all children to build the skills and knowledge needed to bridge the gap between themselves and their peers enabling them to reach their full potential.
