At St. Patrick's Catholic Primary School the development of Mathematical skills is at the forefront of our teaching.
We teach Maths daily as a discrete subject from Year 1 to Year 6 following the Primary English Curriculum 2014, with opportunities for Numeracy in the Foundation Stage being incorporated within the child’s day according to principles of the Early Years Foundation Stage (EYFS).
In Key Stage 1 and 2 children are taught Maths daily, according to the 2014 National Curriculum. Within our lessons we use a wide range of teaching techniques including incorporating concrete, pictorial and abstract methods for calculations. In additional to daily Maths lessons we have daily mental maths and calculation sessions where the children are given the opportunity to use and apply their learning. As a school we continuously strive to imbed mathematical ideas and concepts throughout the day making meaningful links to the real world.
Within our Maths we plan to allow opportunities for the children to improve not only their fluency of mathematical calculation and concepts but also to develop Mathematical thinking through the use of problem solving and reasoning tasks. The children are exposed to a variety of Mathematical concepts and vocabulary and Mathematical talk is actively encouraged to allow the children chance to talk through and share their understanding.
National Curriculum 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
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.
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 KS2 (Y3&4)
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.
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 KS2 (Y5&6)
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.
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.