Rationale
In mathematics, our aim at Birchington CE Primary School is to create confident mathematicians who can apply their fluency in mathematics, their ability to reason mathematically and solve problems to support their economic future and problem solving in life. We aim for the children to believe that they are all mathematicians by cultivating enthusiasm by enhancing their knowledge and understanding through practical experiences and investigative work; stimulating a curiosity for the beauty of mathematics.
We follow a spiral curriculum to ensure our children revisit key skills and themes several times during the year, so that they can make deep connections between different areas of the curriculum and use prior knowledge on new concepts. Our aspirational mathematics curriculum is considerate of the unique starting points of all our children and we provide opportunities for everyone to enjoy real-life and meaningful mathematical experiences.
Subject Information
Mathematics is essential to everyday life and forms a central part of the pupils’ school day. The children learn about our number system, and how to calculate using these numbers, as well as other key topics such as measuring, statistics, shape and position. They learn how to make connections between these distinct areas of study and also about patterns, thinking logically and being able to solve problems. Our children enjoy a variety of engaging and challenging ways in order to foster a sense of enjoyment and curiosity about the subject. Children follow the small step structure of White Rose Maths with the opportunity to revisit key units of learning throughout the year to support their understanding.
Subject Overview
The members of the Maths Hub are Mrs Axtell (Hub Driver) and Mr Forwood.
The National Curriculum for Mathematics has 3 aims: becoming fluent in the fundamental of mathematics, being able to reason mathematically and solving problems. Our teaching is based around these 3 aims ensuring all our children are given the opportunity to develop their skills in these areas. This is achieved by designing lessons that build on previous learning that the children are already secure with, and providing activities that help develop a deeper understanding for those children for those who grasp concepts rapidly.
Spoken language
The National Curriculum for Mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof.
EYFS
In the Early Years Foundation Stage, the children learn about Number and Numerical Patterns. This includes having a deep understanding of the number to 10, comparing quantities to 10 and exploring patterns within number to 10. The children also learn how to verbally count beyond 20. 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. They also develop their ability to recognise, describe, draw, compare and sort shapes as well as describing and compare different measurable quantities.
By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value.
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 four operations, including number facts and the concept of place value. The children develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. The also develop their ability to solve a range of problems, including with simple fractions and decimal place value, as well as develop their mathematical reasoning across the curriculum.
By the end of Year 4, pupils should have memorised of the multiplication tables up to and including the 12 times table.
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. They also 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. Pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures consolidates and extends knowledge developed in number.
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.