At Eastbrook Primary School we aim to teach children how to make sense of the world around them by developing their ability to calculate, reason and solve problems. Our mathematics curriculum assumes that all pupils will use their mathematical knowledge throughout their lives, and in a wide range of contexts: in life-long learning, in training, or in employment; whilst managing a weekly or annual budget, when arranging loans, and in buying and selling. As a result, the curriculum has been designed to be fit for that purpose.
Our aims in the teaching of mathematics are:
- to promote enjoyment of learning through practical activity, exploration and discussion;
- to develop confidence and competence with numbers and the number system;
- to develop the ability to solve problems through decision-making and reasoning in a range of contexts;
- to develop a practical understanding of the ways in which information is gathered and presented; to explore features of shape and space, and developing measuring skills in a range of contexts;
- to help children understand the importance of mathematics in everyday life.
- to become fluent in the fundamentals of mathematics, including through varied and frequent mathematical problems.
- to reason mathematically by following a line of enquiry, conjecturing relationships and making generalisations, and by developing an argument, justification or proof using precise mathematical language.
End Point
Mathematics at Eastbrook School develops knowledge and skills sequenced in a clearly delineated structure within the wider school ‘Character and Academics’ approach to curriculum. Throughout their developmental journey, children gain specific knowledge, practice skills with ever increasing complexity and demonstrate virtues that enable them to be ready for further study or work. Our curriculum supports this journey through its’ spiral design, where clearly sequenced units of knowledge, skill and virtue are regularly revisited, building on previous learning; this is amongst a few initiatives in the wider ‘retention strategy’ for the subject. Describe-explain-convince-justify-prove’, ‘SSDD’ and ‘variation-theory’ are amongst some new initiatives used in mathematics lessons to ensure differentiation, inclusion and challenge are always present. In this way, children develop fluency in mathematics and improve their reasoning skills as well as being able to solve problems.
Way Points
The waypoints for the end of the reception year are laid out in Development Matters. The waypoints for the end of KS1 and the end of KS2 are laid out in the national Curriculum programmes of study.
By the end of Early Years
By the end of the Early Years Foundation Stage children will have been taught the six key areas of early mathematics learning which collectively provide a platform for everything children will encounter as they progress through their maths learning at primary school, and beyond:
- Cardinality and Counting
- Comparison
- Composition
- Pattern
- Shape and Space
- Measures
By the end of Key Stage 1
Children can add and subtract with two-digit and one-digit numbers. They know the multiplication and division facts for the 2, 5 and 10 times-tables. When working with fractions they can find 1/3, 1/4 1/2 and 3/4 of a shape or a quantity of objects. They are familiar with measures, including weight, capacity and length, and can tell the time to five minutes. They know the properties of 2D and 3D shapes, as well as a range of data-handling methods such as bar charts and pictograms. They know the number bonds to 20 and are precise in using and understanding place value. Children will demonstrate a breadth of knowledge and will use their understanding of key maths concepts to solve a range of challenging maths problems.
By the end of Key Stage 2
Pupils demonstrate broad and deep conceptual knowledge by making links between concepts, discussing their work using precise mathematical vocabulary, and by solving challenging mathematical problems. They use their understanding of place value, including large numbers and decimals, to solve a range of number problems. They calculate mentally, using efficient strategies such as manipulating expressions using commutative and distributive properties to simplify the calculation. Pupils use formal methods to solve multistep problems.
They can recognise the relationship between fractions, decimals and percentages and can express them as equivalent quantities. Pupils perform a range of calculations using fractions, decimals or percentages. They substitute values into a simple formula to solve problems.
The pupil can calculate with measures. They use mathematical reasoning to find missing angles. Pupils can use simple algebra, can calculate missing angles in a range of shapes, and can interpret pie charts using percentages.
Our Leader of Learning for Maths is Mr. A. Pasterfield
