Mathematics
The national curriculum for mathematics intends to ensure that all pupils:
- 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.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- 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 organised into distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. 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. 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 Thornhill, we 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.
Following our school values:
Respectful:
- Children are encouraged to make mistakes in a safe and supportive environment. They discuss misconceptions with their peers and staff alike and are given opportunities to correct their answers to develop their learning.
Resilient:
- Mathematics, especially mental arithmetic, is known to significantly boost the capacity of the brain. The study of shapes, numbers, and patterns encourages us to develop solid observational skills and boost critical thinking.
- We want pupils to become fluent in the fundamentals of mathematics, to be able to reason and to solve problems. The use of appropriate vocabulary is modelled throughout lessons by both staff and children, allowing everyone to ‘talk like a mathematician’. Once a child can articulate their understanding of a concept, they can truly begin to make connections within their learning.
Ready:
- As well as being fluent mathematicians, we want pupils to love and learn more about mathematics through investigating, finding patterns and making connections with previously learnt mathematical concepts and familiar everyday situations.
- We place great emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing, and we support them to take ideas further. Children are encouraged to challenge themselves through critical thinking and efficient and effective approaches to problems that they may face.
Maths Long Term Planning
maths curriculum overview year.pdf
Maths Small Steps
| Foundation Stage |
Spring Summer |
| Year 1 | |
| Year 2 | |
| Year 3 | |
| Year 4 | |
| Year 5 | Autumn |
| Year 6 |
Maths Calculation Policy
Maths Key Facts
Maths Calculation Videos
Supporting Pupils in Maths in EYFS
Below are some calculation videos that explain the methods we use for the four calculations in Upper Key Stage 2.
Pupils in Year 5 and Year 6 (some children in Year 4)use Column Addition as their formal written calculation method.
Pupils in Year 5 and Year 6 use Column Subtraction as their formal written method - with exchanging and without exchanging.
Pupils in Year 5 and Year 6 use Short Multiplication as their formal written method for multiplying a number by a 1 digit number.
Pupils in Year 5 and Year 6 use Long Multiplication as their formal written method for multiplying a number by a 2 digit number.
Pupils in Year 5 and Year 6 use Short Division as their formal written method for dividing a number by a 1 digit number.
Pupils in Year 6 use Long Division as their formal written method for dividing a number by a 2 digit number.