Miss Light is responsible for Maths. This means ensuring there is an ambitious curriculum set, supporting teachers to implement it through high-quality lessons and checking that everything is helping children to know more, remember more and do more.
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Purpose of Study
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems.
It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The National Curriculum for mathematics 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.
The Four Areas of Mathematics
Mathematics is divided into four areas, which are further broken down into sections.
Moving through Maths ...
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
At our school, we believe in using the power of inspiration to help shape the thinking and curriculum design of our students. That's why we have taken inspiration from successful and influential people who have made a significant impact in their respective fields. By studying their stories, we aim to inspire our pupils to aim high and achieve their own goals. We have carefully curated a list of inspirational figures, including scientists, artists, entrepreneurs, and activists, to name a few. We have analysed what made them successful and incorporated their values, principles, and strategies into our curriculum design to provide our students with the tools they need to succeed. By doing so, we hope to empower our students to dream big and achieve greatness.
We are setting out to help our pupils be...
Prepared for everyday life, recognising the importance of numbers, patterns, shapes and measurements.
Creative, developing systematic approaches to solving problems.
Resilient and able to see mistakes as opportunities for learning.
Fluent in fundamental maths skills and facts to equip them for everyday life.
We will do this by ensuring...
Pupils learn about problems which relate to a variety of different contexts.
Pupils will learn to use mathematical vocabulary to explain and describe a strategy, approach or resource that has been used.
Pupils will experiment, using a range of resources, strategies and representations.
Pupils will learn through the CPA approach, allowing them to understand Maths and make connections between representations.
We will have made a difference when ...
Children will be able to explain the importance of maths in every day life.
Children will be able to solve problems systematically and creatively, showing their thinking in a variety of different ways.
Children will be able to reason and explain how they know their answers are correct.
Children will be fluent mathematicians who can make links and solve larger scale problems.
What are children taught and when?
Here is an overview of what we expect children to be taught in each year group and when.
In Year R, the maths curriculum focuses on developing children's understanding of numbers, shapes, and spatial awareness through a range of practical and hands-on activities. The curriculum is designed to build a strong foundation for future learning and to develop children's confidence and enjoyment of maths.
During the autumn term, children begin by getting to know each other and exploring numbers 1, 2, and 3. They learn to represent these numbers in different ways and compare them using language such as more than, less than, and equal to. They also begin to develop their spatial awareness skills by identifying and sorting circles and triangles.
In the spring term, children move on to numbers 4, 5, and 6. They learn to count and represent these numbers, as well as develop their understanding of addition and subtraction through practical activities such as combining and taking away objects. They also begin to explore length and height, and develop their understanding of time.
In the summer term, children progress to numbers 7, 8, 9, and 10. They learn to compare and order numbers, as well as develop their understanding of place value and bonds to 10. They also explore 3D shapes and patterns, building on their spatial reasoning skills.
Throughout the year, children consolidate their learning by developing their number formation skills, subitising to 5, and recognising numbers on a number line. They also deepen their understanding of spatial reasoning by exploring patterns and relationships.
In Year 1, the maths curriculum builds on the foundation laid in Reception and introduces new concepts to help children develop their understanding of number and calculation, shape, and measurement.
At the beginning of the year, children explore place value within 10, developing their understanding of how numbers are composed of tens and ones. They learn to count forwards and backwards, compare and order numbers, and use a range of representations, such as numicon and tens frames, to support their understanding.
The focus then moves to addition and subtraction within 10, where children learn to use a range of strategies to solve simple problems. They learn to use concrete resources such as counters and cubes to help them understand the concepts and develop their mental arithmetic skills.
As the year progresses, children develop their understanding of place value within 20, using their knowledge of tens and ones to represent and compare numbers. They also move on to addition and subtraction within 20, using more complex strategies such as counting on and using number bonds to 10 to solve problems.
In the spring term, children extend their understanding of place value within 50, exploring larger numbers and using a range of resources such as number lines to help them understand the concepts. They also learn about measurement, including length, height, mass, and volume, and begin to explore multiplication and division, counting in 2s, 5s, and 10s, and using arrays and equal groups to solve problems.
In the summer term, children continue to develop their understanding of number, exploring fractions and place value within 100. They also learn about money, time, and geometry, including position and direction, left, right, forwards, and backward.
Throughout the year, children have opportunities to develop their problem-solving skills, using a range of strategies and resources to solve problems and explore mathematical concepts. They also have opportunities to develop their mathematical language, using precise vocabulary to describe and explain their thinking.
In Year 2, children continue to build on the mathematical skills and knowledge they developed in Year 1. They start the year by revising and consolidating their understanding of place value within 100, and begin to apply this knowledge to addition and subtraction problems involving two-digit numbers. They also learn about the properties of 2D and 3D shapes, and how to compare and classify them based on their attributes.
In the second half of the autumn term, children start to explore money, learning how to make different amounts using a range of coins and notes. They continue to develop their addition and subtraction skills, now focusing on problems that require them to exchange tens and ones. They also begin to learn about multiplication and division, exploring these concepts through counting in 2s, 5s, and 10s.
During the spring term, children learn about fractions, including how to find half and quarters of shapes and quantities. They also explore time, learning to read and write times on analogue and digital clocks, and to solve problems involving time intervals and duration.
In the summer term, children continue to develop their knowledge and understanding of measurement, focusing on length, mass, and capacity. They also learn about position and direction, including rotations and turns, and explore statistics through the use of pictograms, tally charts, block diagrams, and tables.
Throughout the year, children engage in a range of practical activities and problem-solving tasks to help them apply and develop their mathematical skills. They also have opportunities to develop their reasoning and communication skills through discussion and explanation of their thinking.
In Year 3, students continue to build on their mathematical skills and knowledge, working towards a deeper understanding of key concepts and their application in problem-solving.
During the autumn term, students begin to explore place value up to 1,000, understanding the relationships between ones, tens, and hundreds. They also develop their skills in addition and subtraction, using mental and written methods to solve problems involving larger numbers. They work with measures of length, weight, and capacity, using standard units and estimating measurements.
In the spring term, students move on to multiplication and division, focusing on the 3x, 6x, 4x, and 8x tables. They also deepen their understanding of fractions, working with both unit and non-unit fractions, equivalent fractions, and tenths. Students are introduced to statistics, using tables, bar graphs, pictograms, and tally charts to organize and interpret data. They continue their work with geometry, exploring the properties of shapes, types of lines, quadrilaterals, and angles. They also begin to tell time to the nearest minute and use am and pm to distinguish between morning and afternoon times.
In the summer term, students build on their understanding of multiplication and division, exploring larger numbers and developing strategies for solving problems. They deepen their understanding of fractions, working with decimals and solving problems that involve adding and subtracting fractions. They continue their work with measures of length, weight, and capacity, developing their skills in using standard units and solving problems that require them to add, subtract, and compare measurements.
Throughout the year, students engage in a range of activities to develop their mathematical fluency and reasoning skills. They work on mental arithmetic, developing strategies to solve problems quickly and efficiently. They engage in problem-solving activities that require them to apply their mathematical knowledge to real-world situations. They also work collaboratively, discussing and evaluating different approaches to solving problems and communicating their thinking clearly and effectively.
In Year 4, students continue to build on their foundational math skills while also delving deeper into new concepts. At the start of the year, the focus is on place value, with students learning to recognize and round numbers up to 10,000. They also work on addition and subtraction up to 10,000, using mental and written methods to solve problems.
In the middle of the year, multiplication and division become the main focus, with students learning the 9x, 7x, 11x, and 12x tables. They also learn to multiply and divide by 1, 0, and 10, and use these skills to solve problems involving money, decimals, and fractions.
Speaking of fractions, they become more complex in Year 4, with students working with mixed numbers and improper fractions. They learn to add and subtract fractions with the same denominator and to convert tenths and hundredths to decimals.
Towards the end of the year, geometry takes centre stage, with students learning about the properties of triangles and quadrilaterals, as well as symmetry. They also learn to describe movement on a grid and find the perimeter of shapes.
Throughout the year, students also work on statistics, creating and interpreting line graphs, and using comparison, sum, and difference to solve problems.
As the year progresses, the math concepts become more challenging, but the students continue to build on their knowledge and skills, gaining confidence in their ability to solve increasingly complex problems. By the end of Year 4, they are well-equipped to take on the challenges that lie ahead in their math education.
In Year 5, students continue to build on the mathematical knowledge and skills they acquired in previous years. They are introduced to more complex concepts and are expected to develop a deeper understanding of mathematical principles.
The first topic in Year 5 maths is place value. Students learn to identify the place value of each digit in numbers up to one million, including decimals up to two decimal places. They also learn to round numbers to the nearest ten, hundred, thousand, or decimal place.
Next, they move on to addition and subtraction. They are expected to estimate the answer to a calculation and to use efficient methods, such as column addition and subtraction, to calculate accurately.
In multiplication and division, students learn to identify common multiples and factors, as well as prime, square, and cubed numbers. They are also taught to multiply and divide by 10, 100, and 1,000. Students learn formal methods of multiplication and division, such as the grid and long multiplication methods, and are expected to solve more complex problems.
In fractions, students learn to work with mixed numbers and improper fractions. They also learn to multiply fractions by integers and to add and subtract mixed and improper fractions with the same denominator.
Decimals and percentages are also introduced in Year 5. Students learn to convert hundredths and thousandths to decimals, round decimals to the nearest whole number or one decimal place, and find equivalent fractions, decimals, and percentages.
In geometry, students learn about regular and irregular polygons, how to calculate angles, and how to use a protractor. They also learn to draw angles and lines accurately. They are introduced to the concept of lines of symmetry and learn how to translate and reflect shapes.
Measurement topics include calculating the perimeter of rectilinear shapes and the area of compound shapes. Students also learn to convert units of measure, such as milliliters to liters or kilometers to meters.
Statistics is another key topic in Year 5 maths. Students learn to read and interpret line graphs and use these to compare different data sets. They also learn to find the sum and difference of data sets.
In Year 6 maths, the focus is on consolidating and deepening the knowledge and skills acquired in previous years. The curriculum covers a wide range of mathematical concepts and skills, including place value, four operations, fractions, decimals, ratio, algebra, geometry, and statistics.
At the beginning of the year, students continue to work on place value, extending their knowledge to numbers up to 10 million. They then move on to short and long division, with a focus on using efficient methods and solving multi-step problems. They also learn about square and cube numbers, and the rules of divisibility.
Fractions are a major focus in Year 6, and students learn to identify equivalent fractions and simplify them. They also learn about converting between fractions, decimals, and percentages, and solve problems using these concepts.
Ratio and proportion are introduced, with a focus on scale factors and solving ratio problems. Algebra is also introduced, and students learn to find rules, form expressions, and use formulae.
In geometry, students learn to use protractors to calculate angles in shapes and on a straight line. They also learn about four quadrants, translations, and reflections. In statistics, they learn to read, interpret, and create line graphs and pie charts with percentages.
Problem-solving and application are emphasized throughout the year, and students are given opportunities to apply their mathematical knowledge and skills to real-life situations.
By the end of Year 6, students are expected to have achieved a level of mathematical fluency and proficiency that prepares them for secondary school mathematics.
Here is a detailed breakdown of mathematical learning concepts that a sequenced over time to provide progression in learning.
Number - Place Value
Number - Addition & Subtraction
Number - Multiplication & Division
Number - Fractions, Decimals & %
Number - Ration & Proportion
Number - Algebra
The Maths Hub
We're proud to continue to work with The Solent Maths Hub who provide our staff with relevant, practical and high-quality CPD and support to ensure children get the very best teaching.