In Key Stage 1 (Years 1 and 2) the focus of mathematics teaching is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. Children work with numerals, words and the four operations, including with practical resources (e.g. concrete objects and measuring tools).
In lower Key Stage 2 (Years 3 and 4) children become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. They begin to develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, children develop their ability to solve a range of problems, including with simple fractions and decimal place value. They are provided with opportunities to draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. They learn to use measuring instruments with accuracy and make connections between measure and number.
In upper Key Stage 2 (Years 5 and 6) children extend their understanding of the number system and place value to include larger integers. They develop the connections between multiplication and division with fractions, decimals, percentages and ratio.
Children 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. They are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures consolidates and extends knowledge developed in number. By the end of Key Stage 2 children should be able to classify and describe shapes with increasingly complex geometric properties using the correct mathematical vocabulary.
At All Saints’, the teaching of mathematics is underpinned by the following aims:
- To develop conceptual understanding by using models, images and concrete resources so that children understand the mathematics that they are learning and are not just taught ‘tricks’.
- To encourage mathematical reasoning by following lines of enquiry, generalising and justifying using mathematical language.
- To apply mathematical understanding to problem solving by breaking down problems into simpler steps and persevering in seeking solutions using a range of strategies.
- We hope to develop children’s confidence and enthusiasm and their ability to apply mathematical skills and knowledge to the world around them.