Mathematics

Our mathematics curriculum is broad, balanced and meet the needs of pupils whatever their ability.

The mathematics curriculum is built on all the elements as set out in National Curriculum 2014, the mathematical early learning goals of the Early Years Foundation Stage Guidance in addition to using the curricula for pupils with severe and profound learning difficulties.

We focus on the individual learning needs of each pupil so that they can reach their full potential. We plan for each individual and ensure teaching enables pupils to achieve their very best.

All pupils develop their skills, knowledge and understanding, through carefully planned progression throughout their school career; by presenting increasing challenge as they progress.

All pupils have a range of learning experiences that challenge, stimulate and promote thinking and learning and the ability to problem solve.

The aims of the Mathematics curriculum are to provide all pupils with the opportunity to:
  • focus and build upon the fundamentals of mathematics, for example is a great deal of mathematics to be understood before counting can be effectively learned; learning about counting itself involves the co-ordination of many skills. For some of our pupils skills such as: learning to use their senses, developing the physical skills for mobility, developing attention and perceptual skills and developing early communication skills, need to be developed before or alongside early mathematical concepts.
  • become as fluent as possible in the fundamentals of mathematics through varied and frequent practice with increasingly complex problems, and develop pupils’ conceptual understanding over time
  • use pupils’ developing awareness of events and actions. Support pupils to recognise the changes in pattern, quantity and space that occur in their lives, both in the immediate environment and in the wider world
  • use pupils’ developing awareness to anticipate and predict changes
  • use pupils’ awareness and developing understanding of pattern, geometry, measure and number, to develop their problem solving skills. Support pupils to make choices, take decisions and gain control over their immediate environment.
  • extend pupils’ mathematical skills, experiences and understanding that enable them to visualise, compare and estimate (for some pupils this may be achieved in abstract as well as concrete contexts).
  • think about the strategies they use and explain them to others, developing over time their ability to reason mathematically
  • develop a powerful set of thinking tools to help them increase their knowledge and understanding of the world and to learn effectively in different subjects across the curriculum.
  • develop perseverance in seeking solutions to problems.

 

Coverage

The mathematical curriculum is organised around the domains shown in the table on the next page and broken down further into long and medium term planning using the P levels and previous National Curriculum levels.

This enables teachers to plan appropriate, small step teaching and learning necessary for individuals. Teachers map pupils’ progress accurately using B squared assessment records. These records demonstrate each pupil’s small steps of progress in each aspect of mathematics. Teachers use long and medium term planning grids as a basis for each pupil’s Individual Learning Programme and for short term planning. A mathematical element is also incorporated in each Topic scheme of work. This facilitates the application and generalisation of maths skills and encourages problem solving in different contexts.

Mathematics is mapped in half-termly blocks to ensure full coverage of each unit of learning across each key stage. In line with our whole school curriculum policy this incorporates revisiting units regularly to ensure consolidation.

Counting and basic number skills, the concepts and language of comparison, position, direction and shape all have a key role to play in other subjects.

The focus of each Key stage can be seen in the table below:
Early Development Strands
(P2/P3 / very early EYFS stages)
Developing skills for early mathematical learning
EYFS Strands National Curriculum 2014
Strands
P Levels
Appreciating quantity

Noticing, itemising, identifying matching

Numbers as labels and for counting Number and Place Value
Appreciating and anticipating change that creates increases / decreases.
Collecting and separating
Precursors to calculations
Calculating Number Addition and Subtraction
Number Multiplication and Division
Fractions
Solving problems.
Comparing and remembering
Precursors to recording
Calculating Problem solving an integral part of all mathematics work including Geometry and Measure
Appreciating and manipulating shapes, space, measure, time and patterns Shape, Space and Measures Geometry – shape
Geometry – position and direction
Statistics (From P8)

Mathematical Strands across KS1 and KS2

  • Children who begin KS1 as rising 5s follow EYFS, although for some, the early development strands may be the most appropriate focus. P levels apply from Year 1.
  • It is expected that the measurement -time strand would be partially covered by everyday routines such as the daily calendar and through cross-curricular topics, stories and books that have a time element. Similarly, the temperature strand could be covered in science and technology sessions as well as in the core Weather topic.
  • There is some flexibility for the order of coverage to be changed to accommodate the needs of individual classes, but it is expected that all mathematical strands will be covered.
  • Statistical skills will be taught during the dedicated mathematics lesson, however the development and mastery of these skills will be consolidated through their application across different subjects.
  • For a few pupils whose attention span is very limited, mathematical objectives will be built into the structure of the day as well as being delivered in a short, dedicated mathematics lesson.