‘We arise today, to learn, love and grow through Jesus.’
At Saint Patrick’s Catholic Primary School, we aim to create an environment in which each individual has the opportunity to thrive supported by values of Christ firmly built into our everyday foundations. Education, welfare and wellbeing are at the heart of everything we do. Above all else, we want to foster a strong belief in all our children that they can succeed in all they do, no matter what. Working with all school parties, we wish to nurture each child’s potential and foster high aspirations. It is essential that we give them the tool kit needed to achieve their goals regardless of background or starting points.
At Saint Patrick’s Catholic Primary School, children enjoy their learning in maths and take every opportunity to learn, love and grow throughout their journey from Nursery to Year 6.
The National Curriculum for maths aims to ensure that all pupils:
, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
children are given opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
the principal focus of mathematics teaching is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (for example, concrete objects and measuring tools). At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
the principal focus of mathematics teaching 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 accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
In upper KS2, the principal focus of mathematics teaching 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. Pupils should read, spell and pronounce mathematical vocabulary correctly.
The curriculum at Saint Patrick’s is organised through the teaching of different topics throughout the year. The topics are grouped into mathematical strands taken from the National Curriculum (Number and Place Value, Addition and Subtraction, Multiplication and Division, Measurement, Fractions, Geometry – Position and Direction, Geometry – Properties of Shape, Ratio and Proportion, Statistics and Algebra) where possible, a strand will be taught across the school at the same time enabling knowledge, skills and resources to be shared and developed as well as monitoring and assessment of the subject to be undertaken.
Our curriculum is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The curriculum, by necessity, is 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.