MATHS

AIMS

Key Stage 1

  • All pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practice so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Pupils to reason mathematically by following a line of enquiry, make generalisations, and develop an argument, justification or proof using mathematical language.
  • Pupils to 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.

 

Early Years Foundation Stage

  • Pupils should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives.
  • Our curriculum includes rich opportunities for pupils to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.
  • Pupils to develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
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APPROACH

Number Sense in EYFS (Nursery & Reception)

  • Focus on comparison, composition, counting and cardinality.
  • Develop a deep understanding of quantities to 10. The programme develops subitising, manipulating, and partitioning of numbers to 10, and supports pupils to see their different properties.
  • Visuospatial approach. Pupils are exposed the different ways that small quantities can be arranged, manipulated, and teach pupils to see quantities within quantities. It also supports them to develop their own visual images of quantities to 10.
  • Promotes talk and reasoning. Discussions are associated with pedagogical subject knowledge and provide stimulus for regular whole class number sense talk.
  • Systematic and structured. The systematic approach provides a coherent teaching sequence to develop a deep understanding of numbers to 10. 

 

Mastery Maths Approach in KS1 (Years 1 & 2)

  • Mastering maths means pupils of all ages acquiring a deep, long-term, secure and adaptable understanding of the subject. The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.
  • Everyday maths teaching is reflected in the 'Five Big' Ideas, drawn from research evidence, underpinning teaching for mastery.
  • Coherence. Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all pupils and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.
  • Representation and Structure. Representations used in lessons expose the mathematical structure being taught.
  • Mathematical Thinking. Ideas are to be understood deeply and worked on by the pupil: thought about, reasoned with and discussed with others.
  • Fluency. Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics.
  • Variation. Concepts being taught draw attention to critical aspects, and to develop deep and holistic understanding. The sequencing of the activities used within a lesson and follow up practice are key to paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.
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MATHS CURRICULUM OVERVIEW

  Learning Cycle 1 Learning Cycle 2 Learning Cycle 3 Learning Cycle 4 Learning Cycle 5
Year 2

Number and Place Value (within 100)

Addition and Subtraction

Problem Solving

Multiplication and Division

Fractions

Measurement

Problem Solving

Addition and Subtraction

Geometry

Problem Solving

Number and Place Value

Multiplication and Division

Measurement- Time

Problem Solving

Addition and Subtraction

Statistics

Multiplication and Division

Fractions

Measurement

Problem Solving

Year 1

Number and Place Value (within 10)

Geometry: Shape (2D&3D)

Addition and Subtraction

Fractions (within 20)

Number and Place Value (within 50)

Addition and Subtraction (within 100)

Number and Place

Measurement: Time

Value – Multiples of 2s, 5s, and 10s (within 100)

Number and Place Value – Multiples of 2s, 5s, and 10s (within 100)

Measurement: Length & Height

Multiplication and Division – Multiples of 2s, 5s, and 10s (within 100)

Measurement: Money

Measurement: Weight & Volume

Geometry: Position & Direction

Number and Place Value (within 100)

Reception

Numbers 0, 1, 2, 3

Subitising

Counting and the number system

Ordering numbers

Estimation

Double facts

Number bonds

Numbers 4, 5

Subitising

Ordering

Number bonds

Double facts

Counting principles

Addition

Partitioning

Numbers 6, 7, 8

Ordering

Counting

Estimating

Partitioning

Numbers bonds

Double facts

Conceptual subitising

Numbers 9, 10 & teen numbers

Ordering

Counting

Estimating

Number bonds

Double facts

Partitioning

Subtraction facts

 

Doubling

Sharing

Double facts

Number bonds

Subtraction facts
Nursery

Number rhymes

Compare amounts

Subitising

Counting

Number rhymes

Patterns

Make comparisons – size and weight

Counting

Number rhymes

2D and 3D shapes

Positional language

Make comparisons – size and weight

Compare quantities

Counting

Number rhymes

Combining shapes

Sequencing events

Patterns – extend and create

Counting

Describe familiar routes

Make comparisons – length and capacity

MATHS

AIMS

Key Stage 1

  • All pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practice so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Pupils to reason mathematically by following a line of enquiry, make generalisations, and develop an argument, justification or proof using mathematical language.
  • Pupils to 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.

 

Early Years Foundation Stage

  • Pupils should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives.
  • Our curriculum includes rich opportunities for pupils to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.
  • Pupils to develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
.
Gallery - image 0
Gallery - image 1

APPROACH

Number Sense in EYFS (Nursery & Reception)

  • Focus on comparison, composition, counting and cardinality.
  • Develop a deep understanding of quantities to 10. The programme develops subitising, manipulating, and partitioning of numbers to 10, and supports pupils to see their different properties.
  • Visuospatial approach. Pupils are exposed the different ways that small quantities can be arranged, manipulated, and teach pupils to see quantities within quantities. It also supports them to develop their own visual images of quantities to 10.
  • Promotes talk and reasoning. Discussions are associated with pedagogical subject knowledge and provide stimulus for regular whole class number sense talk.
  • Systematic and structured. The systematic approach provides a coherent teaching sequence to develop a deep understanding of numbers to 10. 

 

Mastery Maths Approach in KS1 (Years 1 & 2)

  • Mastering maths means pupils of all ages acquiring a deep, long-term, secure and adaptable understanding of the subject. The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.
  • Everyday maths teaching is reflected in the 'Five Big' Ideas, drawn from research evidence, underpinning teaching for mastery.
  • Coherence. Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all pupils and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.
  • Representation and Structure. Representations used in lessons expose the mathematical structure being taught.
  • Mathematical Thinking. Ideas are to be understood deeply and worked on by the pupil: thought about, reasoned with and discussed with others.
  • Fluency. Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics.
  • Variation. Concepts being taught draw attention to critical aspects, and to develop deep and holistic understanding. The sequencing of the activities used within a lesson and follow up practice are key to paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.
.
Gallery - image 0
Gallery - image 1

MATHS CURRICULUM OVERVIEW

  Learning Cycle 1 Learning Cycle 2 Learning Cycle 3 Learning Cycle 4 Learning Cycle 5
Year 2

Number and Place Value (within 100)

Addition and Subtraction

Problem Solving

Multiplication and Division

Fractions

Measurement

Problem Solving

Addition and Subtraction

Geometry

Problem Solving

Number and Place Value

Multiplication and Division

Measurement- Time

Problem Solving

Addition and Subtraction

Statistics

Multiplication and Division

Fractions

Measurement

Problem Solving

Year 1

Number and Place Value (within 10)

Geometry: Shape (2D&3D)

Addition and Subtraction

Fractions (within 20)

Number and Place Value (within 50)

Addition and Subtraction (within 100)

Number and Place

Measurement: Time

Value – Multiples of 2s, 5s, and 10s (within 100)

Number and Place Value – Multiples of 2s, 5s, and 10s (within 100)

Measurement: Length & Height

Multiplication and Division – Multiples of 2s, 5s, and 10s (within 100)

Measurement: Money

Measurement: Weight & Volume

Geometry: Position & Direction

Number and Place Value (within 100)

Reception

Numbers 0, 1, 2, 3

Subitising

Counting and the number system

Ordering numbers

Estimation

Double facts

Number bonds

Numbers 4, 5

Subitising

Ordering

Number bonds

Double facts

Counting principles

Addition

Partitioning

Numbers 6, 7, 8

Ordering

Counting

Estimating

Partitioning

Numbers bonds

Double facts

Conceptual subitising

Numbers 9, 10 & teen numbers

Ordering

Counting

Estimating

Number bonds

Double facts

Partitioning

Subtraction facts

 

Doubling

Sharing

Double facts

Number bonds

Subtraction facts
Nursery

Number rhymes

Compare amounts

Subitising

Counting

Number rhymes

Patterns

Make comparisons – size and weight

Counting

Number rhymes

2D and 3D shapes

Positional language

Make comparisons – size and weight

Compare quantities

Counting

Number rhymes

Combining shapes

Sequencing events

Patterns – extend and create

Counting

Describe familiar routes

Make comparisons – length and capacity