Mathematics
Welcome to the Maths section of our school website.
Our intention is to provide the children with opportunities to access a rich and progressive curriculum which enables them to have an understanding of mathematical processes, concepts and skills. The Maths curriculum is presented in an interesting and achievable way, allowing the children to actively participate in the learning process, thus creating a sense of achievement and confidence. There is a strong emphasis on the development of fluency, reasoning and problem-solving skills and in giving opportunities for all pupils to use and apply mathematics in real life situations.
Maths at Oliver’s Battery School is taught through daily lessons, using the mastery approach. The children are taught through whole-class interactive teaching, enabling them to master the concepts necessary for the next part of the curriculum sequence. The teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion, enabling pupils to think, reason and apply their knowledge to solve problems.
Time is spent developing a deep understanding of the key ideas that are needed to underpin future learning.
Maths Curriculum
Oliver’s Battery Primary and Nursery School follow the HIAS Maths scheme of learning, which is regularly updated and include long term and medium term planning to ensure progression and continuity throughout the school. Our learning journeys can be found on the documents below for each year group.
Click here to view our Long term Maths plans
Purpose of study
Mathematics 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.
Aims
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 have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
- 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.
Key Stage 1
In Key Stage 1 the children follow the Mastering Number programme, alongside the HIAS learning journey. This is to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.
Key Stage 2
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations.
During the summer term of year 4, pupils should have memorised their multiplication tables up to and including the 12 times table and all children will complete the national Multiplication Check. This is an online test where children complete 25 multiplication questions. Each question needs to be completed within 6 seconds.
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Click here to view our guide to the teaching of calculation
All children can access these websites to support their learning in Maths:
https://mathsframe.co.uk/en/resources/category/22/most-popular