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Redhill Primary School

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Language

Maths

Maths at Redhill

Intent

 

National Curriculum Intent

 

The national curriculum for mathematics intends to ensure that all pupils:

1. 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.

2. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

3.  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.

 

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

 

Our Intent

 

Our curriculum ensures children apply mastery skills. We follow the White Rose maths scheme, with Deepening Understanding used to extend fluency, reasoning and problem solving. They should also apply their mathematical knowledge to science and other subjects. 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 should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich mastery and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

 

When teaching mathematics at Redhill we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving.

Mastery Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, adaptability and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.

 

At Redhill, all children are expected to succeed and make outstanding progress from their starting points. Teachers teach the skills needed to succeed in mathematics providing examples of good practice and having high expectations. We intend to create a vocabulary rich environment, where talk for maths is a key learning tool for all pupils. Pre teaching key vocabulary is a driver for pupil understanding and develops the confidence of pupils to explain mathematically. Furthermore, all children will have opportunities to identify patterns or connections in their maths; they can use this to predict and reason and to also develop their own patterns or links in maths and other subjects.

 

We intend for all pupils to 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. We intend for all pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. We intend for all pupils to solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. Therefore, when they leave Redhill, we intend for all children to have a secure, long-term, deep and adaptable understanding of maths which they can apply in different contexts.

Curriculum Overview

 

Redhill Curriculum: Maths Overview

 

Autumn Term

Spring Term

Summer Term

Reception

Getting to know you
Just like me!
It’s me, 1,2,3!
Light and dark

Alive in 5
Growing 6, 7, 8
Building 9, 10

To 20 and beyond
First, then and now
Find my pattern
On the move

Year 1

Place value to 10
Addition and subtraction (within 10)
Geometry: Shape
Place value within 20

Addition and subtraction within 20
Place value within 50
Multiples of 2, 5  and 10
Length and height
Weight and volume

Multiplication and division
Fractions
Position and Direction
Place value (within 100)
Money
Time

Year 2

Place Value
Addition and subtraction
Money
Multiplication and division

Multiplication and division
Statistics
Shape
Fractions
Length and height

Position and direction
Problem solving
Time
Mass, Capacity and Temperature

Year 3

Place value
Addition and subtraction
Multiplication and division

Multiplication and division
Money
Statistics
Length and Perimeter
Fractions

Fractions
Time
Shape
Mass and capacity

Year 4

Place value
Addition and subtraction
Length and perimeter
Multiplication and division

Multiplication and division
Area
Fractions
Decimals

Decimals
Money
Time
Statistics
Shape
Position and direction

Year 5

Place value
Addition and subtraction
Statistics
Multiplication and division
Perimeter and area

Multiplication and division
Fractions
Decimals and percentages

Decimals
Shape
Position and direction
Converting units
Volume

Year 6

Place value
Addition, subtraction, multiplication and division
Fractions
Position and direction

Decimals
Percentages
Algebra
Converting units
Perimeter, area and volume
Ratio

Shape
Problem solving
Statistics

Whole School Pedagogy

Maths progression and Curriculum Overview

White Rose Calculation Policies

Maths Knowledge Organisers

Pupil View

Maths Co-ordinator

If you have any questions about this area of the curriculum, please feel free to get in touch with the co-ordinator either through Class Dojo or by contacting the school office.

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