Maths

Maths Curriculum

Intent

The 2014 National Curriculum for maths aims to ensure that all children:

  • Become fluent in the fundamentals of mathematics
  • Are able to reason mathematically
  • Can solve problems by applying their mathematics

 

At Crook Primary School it is our intention that all children learn maths to a deep level and strongly believe that all children ‘can do’ maths. Mathematics helps us to make sense of our world. It is a powerful universal language used to explain, predict and represent events and tackle everyday problems. We will ensure that children have a positive attitude towards maths and ensure that children recognise this importance of maths in the wider world by taking into account and making connections between the NCETM Five Big ideas. 

Lessons are underpinned by a Teaching for Mastery approach; with learning mapped out in blocks to ensure that what is learnt is remembered and built upon. Lessons are carefully planned in progressive small steps enabling all children to learn deeply. 

Key concepts are taught deeply throughout each block of learning and all children become fluent in the fundamental skills required including recalling number facts, making reasoning connections and undertaking mathematical problem solving. Essential to this deep understanding, is the explicit teaching of mathematical vocabulary, which is modelled by adults and then used by children to verbalise their understanding. 

 

Implementation

In Early Years, children start to develop their understanding of number while utilizing their everyday surroundings. Carefully designed activities are provided through continuous provision to enhance the children’s classroom-based learning. From Year 1 onwards, mathematics is taught daily. This incorporates a discrete arithmetic session as well as a mathematics lesson.

The arithmetic session allows children to practise recently learned number skills as well as revisit previous objectives. Time is given to allow for mathematical discussion and links are made clear. Number fact and times table recall is mapped across the school to provide the opportunity for practice, so that by the end of KS1 number bond recall is automatic and by the end of Year 4 all children can recall their times tables. 

The mathematics lesson begins with a ‘Ping-Pong’ session where new learning occurs and children are exposed to new vocabulary and mathematical structures through the use of a CPA (concrete, pictorial, abstract) approach. Children will often record on their ‘jotting’ page during this time to practice the key learning for the lesson. Children who may have conceptions are identified throughout this session and are given appropriate further support in the independent session. The independent session allows children to apply their new mathematical learning to carefully chosen questions, which incorporate variation theory, reasoning and problem solving. Time is given at the end of the independent session for children to self-assess and self-mark their learning. Rich mathematical talk occurs during the marking of the work. 

The CPA approach factors in the use of concrete resources. Concrete is the ‘doing’ stage, bringing concepts to life by allowing children to experience and handle physical objects themselves. This promotes a deep understanding of what they are doing. Pictorial is the ‘seeing’ stage, using representations of the objects to model problems. Children make a mental connection between the physical object and abstract levels of understanding by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem. Sometimes we can start straight with pictorial with the option of going back to concrete if required or progressing straight to abstract. Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols. It is fundamental to enhance children’s conceptual understanding through seeing the abstract alongside. As we move on to fluency, reasoning and problem solving, it is important that at ANY time our children can come back to pictorial and concrete resources to support them. We are promoting independent, confident learners. 

 

Key Stage 1

 

AUTUMN

SPRING

SUMMER

YEAR 1

Number Focus: 

Place Value (within 10)

Additional & subtraction (within 10)

Place value (within 20)

Number Focus: 

Additional & subtraction (within 20)

Place value (within 50)

Number Focus: 

Multiplication & division

Fractions

Place value (within 100)

 

Measurement Focus:

Length & height

Weight & volume

Measurement Focus:

Money (1)

Time (1)

Geometry Focus:

2d &  3D Shapes

 

Geometry Focus:

Position & direction (1)

YEAR 2

Number Focus: 

Place Value 

Additional & subtraction 

Multiplication & division

Number Focus: 

Multiplication & division

Fractions

Number Focus: 

Problem solving

Measurement Focus:

Money (2)

Measurement Focus:

Statistics (1)

Measurement Focus:

Length & height

Time (2)

Capacity & temperature

 

Geometry Focus:

Properties of shapes (1)

Geometry Focus:

Position & direction (2)


Lower Key Stage 2

 

AUTUMN

SPRING

SUMMER

YEAR 3

Number Focus: 

Place Value 

Additional & subtraction

Multiplication & division 

Number Focus: 

Multiplication & division

Fractions

Number Focus: 

Fractions

 

Measurement Focus:

Money (3)

Length & perimeter

Statistics (2)

Measurement Focus:

Time (3)

Mass & capacity

   

Geometry Focus:

Properties of shapes (2)

YEAR 4

Number Focus: 

Place Value 

Additional & subtraction

Multiplication & division 

Number Focus: 

Multiplication & division

Fractions

Decimals

Number Focus: 

Decimals

Measurement Focus:

Length & perimeter

Measurement Focus:

Area

Measurement Focus:

Time (4)

Money (4)

Statistics (3)

   

Geometry Focus:

Properties of shapes (3)

Position & direction (3)

 

Upper Key Stage 2

 

AUTUMN

SPRING

SUMMER

YEAR 5

Number Focus: 

Place Value 

Additional & subtraction

Multiplication & division 

Number Focus: 

Multiplication & division

Fractions

Decimals & percentages

Number Focus: 

Decimals

Measurement Focus:

Perimeter & area

Statistics (4)

 

Measurement Focus:

Converting units (1)

Volume

   

Geometry Focus:

Properties of shapes (4)

Position & direction (4)

YEAR 6

Number Focus: 

Place Value 

Additional & subtraction

Multiplication & division 

Fractions

Number Focus: 

Decimals

Percentages

Algebra

Ratio

Number Focus: 

Decimals

 

Measurement Focus:

Converting units (2)

Perimeter, area & volume

Measurement Focus:

Statistics (5)

Geometry Focus:

Position & direction (5)

 

Geometry Focus:

Properties of shapes (5)



Impact

Children will become confident and independent mathematicians who can make sense of the world around them, recognising that maths is an essential part of everyone’s daily life, critical to science, technology, finance and engineering. Children will be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They will have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including unfamiliar contexts and real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. 

To assess children’s progress in maths we carry out summative assessments at the end of each term, using standardised tests. Additionally, to formatively assess children throughout the term, teachers assess at the end of each unit and within arithmetic to identify if children are on track to meet age related expectations. Arithmetic tests are carried out every other week and scores are collated on a tracker which identifies which children are on track and which children need further intervention.

 

Progression of Skills

 
  • Maths Progression of Skills
    Maths Progression of Skills

 

Calculation Policies

 
  • KS1
    KS1
  • Lower KS2
    Lower KS2
  • Upper KS2
    Upper KS2