At Hadrian Park Primary School, our curriculum is designed to develop children who are creative, independent, inquisitive, enquiring and confident. This is achieved by setting work that is challenging, awe-inspiring and motivating, helping them to develop a positive and enthusiastic attitude towards maths. Children are able to develop and extend mastery skills through group, paired and independent work, ensuring all children have the opportunity to apply maths in real life contexts. Lessons are designed to ensure children are given regular and systematic opportunities to develop fluency, problem solving skills, logical reasoning and the ability to think in abstract ways, as well as expressing their thought processes and ideas through talk.
- Children 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.
- Children can reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- Children 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 National Curriculum describes what must be taught in each key stage. The school has a set of key objectives in Mathematics that provide detailed guidance for the implementation of the National Curriculum for Maths. This ensures continuity and progression in the teaching of maths. In Nursery and Reception, maths learning follows the Early Years Foundation Stages Framework. Children are given opportunities to extend their understanding of language learning through play and investigation, developing their characteristics of learning.
Lessons engage children in the development of mental strategies, written methods, practical work, investigational work, problem solving, mathematical discussion, consolidation of basic skills and number facts. They also ensure opportunities for group work, paired work, whole class teaching and individual work. Teachers exploit cross curricular links wherever possible and establish maths learning within a variety of contexts.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.
Key Stage 1:
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
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
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.
What makes Maths at Hadrian Park special?
In line with our growth mindset approach, teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics. Lessons are carefully planned and resourced, using a range of concrete, pictoral and abstract resources, to foster deep conceptual and procedural knowledge. We understand the vital role practice and consolidation play in enabling children to gain a deeper understanding of mathematical concepts and children are given the opportunity to develop their fluency, reasoning and problem solving skills. Developing the language of mathematics is an essential aspect of teaching mathematics, therefore teachers use precise questioning in class to test conceptual and procedural knowledge, and children are expected to use correct mathematical vocabulary within lessons.