Mathematics Subject Leader: Miss L Robinson
Our Maths Curriculum Intent
At Girnhill Infant School we strive to make maths fun, engaging and interesting for all children.
We follow White Rose Maths Hub as a scheme of learning which provides opportunities for the children to become fluent in the fundamentals of mathematics, to reason mathematically in a range of situations and to develop skills in problem solving.
Mental mathematics is a key skill children need to develop to be fluent in the fundamentals of mathematics, therefore each class throughout school participates in Maths Blast learning daily.
Children at Girnhill are provided with a variety of different resources to enable them to access their mathematic learning. Numicon and Base 10 and are vital resources used at our school. They can be found in areas of provision for children to access independently and are available in every classroom throughout school.
Our aim in mathematics is for learning to have a purpose. We want our children to be able to apply the key skills of learning in a variety of practical concepts to give meaning to maths using real - life opportunities. We endeavour to provide this by creating as many purposeful maths opportunities within the classroom and within the wider environment, for example, children going to their local shop to buy their own food for their party and learning about fractions through making pizzas. Another way we have developed this is through an enterprise week in which children become entrepreneurs. They have to plan, design, create and sell their own products in order to gain an understanding of the value of money.
We also want our parents to be involved with their children’s learning. We have created some booklets which will discuss the national expectations for children in maths and give some ideas of strategies and resources that can be used to support learning at home. In addition to this, we haave developed a document for Early Years that discusses the Early Learning Goals and ways that these can be supported at home.
Children’s work is displayed on walls throughout each class in school. Children also have learning journeys which display their progress and achievements. These are open and freely accessible for parents to enjoy and see how well their children are doing.
The Early Years Foundation Stage is underpinned by the Characteristics of Effective Learning. They are:
Playing and Exploring/Engagement
- Finding out and exploring
- Playing with what they know
- Being willing to 'have a go'
- Being involved and concentrating
- Keeping trying
- Enjoying achieving what they set out to do
Creating and Thinking Critically/Thinking
- Having their own ideas
- Making links
- Choosing ways to do things
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 nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Our Maths Curriculum Implementation
Early Years Foundation Stage
- Count reliably with numbers 1 to 20, including being able to say one more or one less than a given number.
- To add and subtract 2 single digit numbers by counting on and counting back.
- Solve problems, including doubling, halving and sharing.
- To use everyday language to talk about size, position, distance, weight, capacity, time and money.
- To recognise, create and describe patterns,
To explore characteristics of everyday objetcs and shapes, including mathematical language to describe.
Key Stage 1
Pupils are taught to -
- Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward.
- Recognise the place value of each digit in a two-digit number (tens, ones).
- Identify, represent and estimate numbers using different representations, including the number line.
- Compare and order numbers from 0 up to 100; use <, > and = signs.
- Read and write numbers to at least 100 in numerals and in words.
- Use place value and number facts to solve problem.
- Solve problems with addition and subtraction.
- Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables.
- Calculate mathematical statements for multiplication and division.
- Show that multiplication of two numbers can be done in any order and division cannot.
- Solve problems involving multiplication and division, using materials, arrays, repeated addition and mental methods.
- Recognise, find, name and write fractions.
- Choose and use appropriate standard units to estimate and measure length, mass, temperature and capacity.
- Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value.
- Compare and sequence intervals of time.
- Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.
- Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line.
- Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces.
- Identify 2-D shapes on the surface of 3-D shapes.
- Compare and sort common 2-D and 3-D shapes and everyday objects.
- Order and arrange combinations of mathematical objects in patterns and sequences.
- Use mathematical vocabulary to describe position, direction and movement.
- Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
- Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.
- Ask and answer questions about totalling and comparing categorical data.
Our Maths Curriculum Impact
Maths assessment is ongoing to inform teachers with their planning, lesson activities and differentiation. Summative assessment is completed at the end of each unit to inform leaders of the improvements or skills that still need to be embedded. Maths is monitored throughout all year groups using a variety of strategies such as folder/book scrutinies, lesson observations and pupil interviews.