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. We also aim for every child to have a positive attitude towards mathematics and to welcome challenge.
The time allocated to the teaching of Mathematics is flexible and arranged by the class teacher to best suit the needs of the children. The guidelines below are followed by each teacher:
Mathematics should be taught as a discrete discipline.
The teaching of new skills should be discrete.
Children should be given as many opportunities as possible to apply their skills across the curriculum and in creative ways.
There is a minimum of 5 hours per week in relation to time spent on the teaching and learning of mathematics and ensure it is embedded through all curriculum areas looking for different opportunities to apply the skills to different situations.
Teachers must show coverage of learning objectives and how these are being met, on our medium term planning grids. This includes discrete skills as well as those taught in a cross curricular way in other areas. White Rose planning documents will be used to support planning as well as NCETM.
Planning must be centered around the needs of the pupils and designed to meet a range of differing needs, including those needing additional support.
Planning must show differentiation by highlighting key questions that may be asked of pupils to challenge or support them further.
Where appropriate, planning must be linked to topics being studied.
Children will maintain high standards with achievement at the end of KS1 well above the national average, including a high proportion of children demonstrating a greater depth of understanding at each phase. Pupils voice will show that children are positive about maths. Regular and ongoing assessment will inform teaching and intervention to support and enable the success of each child.