At Upland Primary School, we endeavour to teach our children a rich and progressive curriculum. We believe that Mathematics teaches us how to make sense of the world around us. In our school, we want to help children to understand and appreciate the pattern in both number and space in their everyday lives in and out of school. We teach maths through fluency, problem solving and reasoning. We encourage the children to develop these key and fundamental skills through their growing knowledge and understanding of the world. We want children to learn to appreciate the contribution made by many people to the development of Mathematics in our ever growing society.
The National Curriculum for primary mathematics has three aims that should be at the heart of how we interpret the content of the curriculum.
In developing children’s skills in this context, “fluency” refers to knowing key mathematical facts and methods and recalling these efficiently. It is widely acknowledged that practice, drill and memorisation are essential if students are to become mathematically fluent.
At Upland Primary School, Mathematics is integral to all aspects of life and it is with this in mind that we endeavour to ensure that children develop self-confidence in their ability to approach a range of mathematical problems. Children use fluency skills learnt and apply them to ‘real-life’ problems.
The progression and development of mental calculations and efficiency in strategies will provide children with the skills which will allow them to communicate and present their findings effectively using appropriate mathematical language.
By providing opportunities to apply their mathematical skills in different contexts and across a range of subject areas, children will be able to work systematically to organise information, find patterns and ultimately solutions through independent and collaborative learning.
The White Rose Schemes of Learning provides us with a term-by-term list of objectives to cover, ensuring that mathematical knowledge and skills are built over time. White Rose is supplemented with additional resources so that children get the opportunity to apply their knowledge of different mathematical concepts regularly.
It is also important to link the different maths objectives through problem solving where you can. For example:
- Teaching children to find/make amounts of money. You could link this to finding a fraction of the amount (if fractions have already been taught).
- Rotation – quarter turns, half turns can be linked to telling the time.
- Shape- link it to using a ruler to measure in cm.
Not all lessons have to be in three parts; fluency, problem solving and reasoning. Some lessons can be purely fluency (as this may be what the children need in order to learn a new skill or method). Some lessons can be just problem solving or reasoning. However within a week, children have access to reasoning questions regardless of their ability.
Five a Day
Outside of the daily maths lesson, children are provided with daily opportunity to practice and embed their arithmetic skills (Five a Day). This enables our pupils to build knowledge and skills over time. Depending on the ability of the child, this can be themed according to a mathematical skill or can be a selection of skills.
These can be linked to the main lesson, used to teach or consolidate other objectives in maths. In spring Term 2, revision grids are introduced and used to assess and consolidate prior knowledge.
Please use the links below to access our maths overviews for each year group: