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Maths is essential to everyday life, critical to science, technology and engineering, and necessary for employment.
The National Curriculum for mathematics aims to ensure that all pupils:
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. 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.
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.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress are always based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material are given opportunities to consolidate their understanding, including through additional practice, before moving on. This is done via regular slots in the timetable for children to practice previously learned content.
At Arno Vale, children will have a daily 45-minute maths lesson. In years 3 and 4, children study maths in their regular class. In years 5 and 6, children are taught in three smaller maths groups.
It is crucial that mathematical concepts are revisited on a regular basis, so one lesson per week is dedicated to this. These sessions don't include new learning. They provide a really good opportunity to deepen learning.
The other lessons are used to deliver new content and focus on children applying mathematical fluency and developing their reasoning and problem-solving skills.
For each sequence of learning, teachers will consider the following when planning:
Prior to a sequence of learning
During a sequence of learning
After a sequence of learning
Possible activities could include:
In year 6, there is a teacher led intervention (30 minutes a day) to support children that are not on track to meet the end of year expected standard.
This time is often used for:
When planning, teachers use a range of resources and documentation including White Rose Hub, Testbase, NRICH and NCETM. DfE guidance documents are also used to support planning and the NCETM teacher guides are used as a source of CPD.
Times Tables Rock Stars is used to support children with their knowledge and recall of multiplication and division facts. For consistency, there is a calculation policy which outlines the progression in written calculation methods as children move through the curriculum.
By the time children leave Arno Vale at the end of the key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the maths programme of study.