Mathematics is an important creative discipline that helps us to understand and change the world. We want all pupils at Barton St. Lawrence Primary School to experience the power and enjoyment of mathematics and develop a sense of curiosity about the subject with a clear understanding. At Barton St. Lawrence, we foster positive attitudes. We believe all children can achieve in mathematics, and we teach secure and deep understanding of mathematical concepts through manageable steps. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems. We aim for all pupils to:
become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including unfamiliar contexts and modelling real-life scenarios
reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language
have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately in order to be successful in mathematics.
PURPOSE OF STUDY
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The national curriculum for mathematics aims 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, 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. 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 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.
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used.
The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
PLEASE TAKE A LOOK AT OUR YEARLY OVERVIEW FOR EACH YEAR GROUP AT THE BOTTOM OF THE PAGE
For a closer look at what your child will be learning in Mathematics this half-term, please visit your child's class page.
Please take a look at Barton St. Lawrence's calculation policies.
Calculation Policies - Progression documents
Calculation Policies - Working towards a written method
Mental Calculation Policies
Recently, we had a parent workshop to demonstrate the progression in methods of calculations. Take a look at the slides below for Key Stage 1 and Key Stage 2.
Here is our Mathematics Progression document so you can see how children progress from EYFS to Year 6.
These are the yearly overviews for each year group.
These are the sequence of learning documents for each class which outline what is taught each week.
Sequence of Learning
These are the overviews of Key Learning coverage for each year group which show what will be taught in each half-term.
Key Learning Coverage
Here are the school's learning and progression steps which highlight the small, progressive steps which support learning towards the Key Learning in Mathematics expectation.
Learning and progression steps
Below are the expectations in arithmetic for each year group.
Arithmetic expectations for each year group
These were our Essential Skills for Catch Up from COVID, which use the Lancashire Key Learning for Mathematics. Each of these identified ten fundamental objectives within three high-value strands to support with transition. These were used as the mathematical focus for the first two weeks of the autumn term 2020, alongside the work we did in developing children’s wellbeing, mental health, classroom routines and structures.
Essential skills for catch-up from COVID
To be awarded their bronze award, the children will have to recite their tables. For example; "1 x 2 is 2, 2 x 2 is 4..." or "one 2 is 2, two 2's are 4......" The children will have to do this within 25 seconds.
Bronze - Click here to watch a video example
For their silver award, children will have to answer a series of 20 multiplication questions for their times table, within 35 seconds. An example of this can be found at http://www.teachingtables.co.uk/timetable/tgame1.html THE CHILDREN SHOUT THE ANSWERS OUT AND THE ADULT TYPES THE ANSWER.
Silver - Click here to watch a video example
To be awarded the gold award, the children will have to answer a series of 20 division questions for their times table, within 45 seconds. An example of this can be found at http://www.topmarks.co.uk/maths-games/hit-the-button THE CHILDREN SHOUT THE ANSWERS OUT AND THE ADULT TYPES THE ANSWER.