Maths

Foundation Stage:

In reception Mathematics is split into two main areas:

Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

 

Key Stages 1 & 2

In Key Stage 1 and Key Stage 2, teachers use their ongoing assessments to inform their planning to ensure that they are meeting the needs of and challenging all children.

The New National Curriculum splits mathematics into several domains:

  • Number and Place Value
  • Addition and Subtraction
  • Multiplication and Division
  • Fractions
  • Measurement
  • Geometry (Properties of Shape and Position & Direction)

These domains may not be taught in order, but are planned according to the needs of the class. Learning objectives and the level of challenge of a lesson is then informed by teachers ongoing assessments, usually planned a couple of weeks after a subject has been taught. Over the course of a term, all domains will be taught, and then throughout the year will be revisited at an increasingly more challenging level.

For a detailed outline of the objectives and expectations for each year, please follow the link in the ‘Curriculum’ ‘Maths’ tab above.

Throughout the school, we aim to ensure that children are given opportunities to develop their mathematical understanding in a variety of ways through:

    • Participating in practical activities and mathematical games
    • Problem solving
    • Individual, group and whole class discussions and activities
    • Open and closed tasks
    • A range of methods of calculating eg. mental, pencil and paper and using a calculator
    • Working with computers as a mathematical tool
    • As much as possible, getting the opportunity to use and apply what they have learnt, in a range of contexts and through cross curricular topics.

To ensure that all learners get the opportunity to reinforce their learning yet are suitably challenged, individual or group activities are differentiated. This is important; not only to meet and challenge the academic needs of all learners, but is an integral part of self esteem and achievement.

Click here to view our Whole School Approach to the Four Number Operations.

Whole School Teaching of the Four Number Operations (2)


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