Maths
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At Broadgreen, we believe that maths is a vital skill for life and a gateway to understanding the world. Our intent is to ensure all children secure strong foundations in the basic skills of number, calculation and reasoning so that they can confidently apply their knowledge in a wide range of contexts. We want children to see the importance of maths in their everyday lives and to recognise how it underpins so many aspects of the world around them. Through carefully planned lessons, we nurture enjoyment of the subject and encourage children to develop confidence and independence as mathematicians. Problem solving lies at the heart of our approach. We provide opportunities for children to explore, question and think creatively so they can apply their learning to real-life situations. We believe that every child can achieve in mathematics and we are committed to providing the right balance of support and challenge, enabling them to reach their full potential. By the time pupils leave Broadgreen our pupils will have developed resilience, curiosity and the mathematical skills they need not only to succeed academically but also to thrive in everyday life.
Helpful Links for Parents and Families Multiplication Tables Support www.multiplication.com/games/all-games www.ttrockstars.com (children have a login) www.topmarks.co.uk/maths-games/hit-the-button Games www.topmarks.co.uk/maths-games/3-5-years www.topmarks.co.uk/maths-games/5-7-years www.mathsframe.co.uk (children have a login) Learning Support www.mathsframe.co.uk (children have a login) For anyone looking to improve their own Maths Skills, you could take part in this city wide initiative National Numeracy Challenge. www.nationalnumeracychallenge.org.uk
National Curriculum Expectations 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 4 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 4 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 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly. |
