Our numeracy planning has been adjusted in accordance with the requirements of the new curriculum, and members of staff participate in CPD to extend and update skills and knowledge in the subject.
The National Curriculum for mathematics aims to ensure that all children:
Key Stage 1 (Years 1 & 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 four operations of addition, subtraction, multiplication and division, including with practical resources.
Children will develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary.
They will 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 the number bonds to 20 and be precise in using and understanding place value.
Key Stage 2 (Years 3 & 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.
This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
Children should develop their ability to solve a range of problems, including simple fractions and decimal place value.
They will draw with increasing accuracy and develop mathematical reasoning, so they can analyse shapes and their properties, and confidently describe the relationships between them.
The children should 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 times table and show precision and fluency in their work.
Key Stage 2 (Years 5 & 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.
Children 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. Pupils will consolidate and extend knowledge of geometry and measures.
They should classify shapes with increasingly complex geometric properties and 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 be confident to read, spell and pronounce mathematical vocabulary correctly.
The programmes of study in Maths are…
Most children will move through the programmes of study at broadly the same pace. Children who grasp concepts rapidly should be challenged through being offered rich and complex problems to deepen their understanding. Some children will need to consolidate their understanding, including through additional practice.
Maths Resources and Games for Kids at http://www.topmarks.co.uk/
Oak Class – Year 1 Maths Overview
Willow Class – Year 2 Maths Overview
Willow Class – Year 3 Maths Overview
Chestnut Class – Year 4 Maths Overview
Chestnut Class – Year 5 Maths Overview
Chestnut Class – Year 6 Maths Overview