Anthony Curton

C Of E Primary School Academy

01945 780 121

office@anthonycurton.norfolk.sch.uk

The Chase,
Wisbech,
Cambridgeshire.
PE14 7NG

Our mathematics curriculum provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the power of mathematics, and a sense of enjoyment and curiosity about the subject.

AIMS

Our 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 school has a policy that calculators are not used as a substitute for good written and mental arithmetic. They are therefore only introduced near the end of key stage 2 (year 5/6) to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure.

Our curriculum encourages pupils to talk about their mathematical reasoning, which is a key factor in developing mathematical vocabulary and presenting a mathematical justification, argument or proof. In this way pupils learn to make their thinking clear to themselves as well as others, and teachers ensure that pupils build secure foundations by using discussion to probe and remedy any misconceptions.

Content

Key Stage 1 (Years 1 and 2)

The principal focus of our mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the 4 operations, including with practical resources for example, concrete objects and measuring tools.

At this stage, pupils develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teachers also help pupils to use 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, it is our aim that pupils will know the number bonds to 20 and be precise in using and understanding place value. An emphasis is placed on practice at this early stage.

The curriculum ensures that pupils are able to read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

Over the course of the 2 years pupils will cover:

▪      Number - number and place value

▪      Number - addition and subtraction

▪      Number - multiplication and division

▪      Number - fractions

▪      Measurement

▪      Geometry - properties of shapes

▪      Geometry - position and direction

▪     Statistics

Lower Key Stage 2 (Year 3 and 4)

The principal focus of our mathematics curriculum in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the 4 operations, including number facts and the concept of place value. This encourages pupils to develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

We aim to also make sure that pupils also develop their ability to solve a range of problems, including simple fractions and decimal place value. Teaching also ensures 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. Our curriculum strives to enable pupils to use measuring instruments with accuracy and make connections between measure and number.

By the end of year 4, it is our aim that pupils will have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work, and can read and spell mathematical vocabulary correctly and confidently, using their growing word-reading knowledge and their knowledge of spelling.

Over the course of the curriculum, pupils will learn about:

▪      Number - number and place value

▪      Number - addition and subtraction

▪      Number - multiplication and division

▪      Number - fractions

▪      Measurement

▪      Geometry - properties of shapes

▪      Geometry - position and direction

▪      Statistics

Upper Key Stage 2 (Years 5 and 6)

The principal focus of our mathematics curriculum in upper key stage 2 is 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.

At this stage, pupils develop their ability to solve a wide 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 aims to consolidate and extend knowledge developed in number. Teaching also ensures that pupils classify shapes with increasingly complex geometric properties and pupils learn the vocabulary they need to describe them.

By the end of year 6, the curriculum aims to make sure that pupils are fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages, and pupils are able to read, spell and pronounce mathematical vocabulary correctly.

Over the course of the curriculum, pupils will learn about:

▪      Number - number and place value

▪      Number - addition and subtraction

▪      Number - multiplication and division

▪      Number - fractions

▪      Measurement

▪      Geometry - properties of shapes

▪      Geometry - position and direction

▪     Statistics

 

In accordance with the National Curriculum, pupils should make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems (National Curriculum, 2014). 

Pupils are expected to master a range of strategies and recall on these to solve familiar problems, as well as applying what they know when tackling unfamiliar ones.  Children often worry about making a mistake or getting things wrong in maths.  Whilst ultimately the outcome is important, we need to give consideration to the process and decision making that happens to achieve this.   

Problem solving discussion and investigation are seen as integral to learning mathematics (Ofsted, 2012).  By collaborative working, discussing and explaining ideas, trying a range of strategies, overcoming and learning from mistakes, pupils are developing resilience and working towards a mastery of maths.

 

Teaching for Mastery

In order to develop a mastery of mathematics it is important to ensure pupils have a conceptual understanding as opposed to just procedural.  We achieve this by following the White Rose Maths scheme and incorporating the CPA method of teaching. 

Conceptual Understanding – The CPA Teaching  Approach

 The best teaching develops conceptual understanding alongside the pupils’ fluent recall of knowledge and confidence in problem solving (Ofsted, 2012). 

The CPA approach develops a deeper understanding of maths as pupils move through these three stages.

  • Concrete

Pupils use materials to practically explore mathematical ideas and concepts.  By manipulating these objects, and the language that is developed whilst doing so, pupils are able to foster a more in depth understanding. 

  • Pictorial

Pupils use a representation instead of actual objects.

These pictures help them to visualise the process. 

 

  • Abstract

Once the pupils have a solid foundation they are able to use abstract notations to record their work. 

 Tackling misconceptions. 

In order to address these and try to avoid systematic errors, we use a range of manipulatives or representations of the same concept or process.  Also by testing the validity of generalisations and using the responses always, sometimes, never, it helps to uncover any misconceptions and deepen pupils’ understanding.

Making connections

It is important for pupils to understand how mathematical ideas interconnect and build on one another.