At Gorringe Park Primary School our aim is for every child to develop the mathematical skills and concepts that enable them to use maths in the real world. Mathematics teaches us how to make sense of the world through developing the skills of being able to calculate, reason and problem solve. We are committed to working towards a mastery curriculum that enables all children to achieve in Maths regardless of their starting point.
We use the Wandsworth and Merton Schemes of Work that have been carefully planned to ensure children have the opportunity to learn, practice and consolidate new skills using a Concrete, Pictorial and Abstract approach (CPA). All children use concrete materials such as counters, multilink cubes or dienes in lessons to help them explore and manipulate numbers. An example in Year 2 would be using dienes to explore the concept of partitioning numbers into tens and ones (Concrete). This would progress to the children drawing representations of these numbers (Pictorial) leading to more formal written methods (Abstract). This approach has been proven to enable children to have a deep, conceptual understanding of maths.
The National Curriculum for Mathematics recognises the importance of talk within maths lessons. Children must be able to reason mathematically and in order to develop this skill, they need to talk about their thought processes, the links between concepts and demonstrate their understanding of how maths work. Talk opportunities are built into lessons and children are expected to explain and reason their ideas to demonstrate their understanding. Children who have a different home language to English are supported to develop their mathematical talk through modelling by teachers and peers.
The National Curriculum for Primary Mathematics has three aims that form the basis of the content of our curriculum.
- Conceptual understanding
By developing children's skills through enhancing their factual, conceptual and procedural knowledge, we allow them to deepen their mathematical understanding. This then enables them to apply what they know to help them to solve problems.
- Mathematical reasoning
The progression and development of mental calculations and efficiency in strategies provides children with the skills that allow them to communicate and present their findings effectively using appropriate mathematical language.
- Problem solving
Mathematics is integral to all aspects of life. It is through problem solving tasks that enable children the opportunity to develop self-confidence in their ability to approach a range of mathematical problems. By providing opportunities to apply their mathematical skills in different contexts and across a range of subject areas, children will be able to work systematically to organise information, find patterns and ultimately solutions through independent and collaborative learning.
The Early Years Foundation Stage:
Early Years Learning Goal for Number:
Children count reliably with numbers from one 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 and the answer. They solve problems, including doubling, halving and sharing.
Early Years Learning Goal for Shape, Space and Measure:
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.
National Curriculum for Key Stage One:
Key Stage 1 – Years 1 and 2
The principal focus of mathematics teaching in Key Stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using 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, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at Key Stage 1.
Lower key stage 2 – years 3 and 4
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure 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. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
Upper key stage 2 – Years 5 and 6
The principal focus of mathematics teaching 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 should develop their ability to solve a wider 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 should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Pupils should read, spell and pronounce mathematical vocabulary correctly.