Mathematics

Curriculum Leader: Mrs A. Clarke

The new Mathematics Curriculum 

The Government have released a New National Curriculum, including a new Programme of study for Mathematics, which is to be implemented from September 2014 (for Years R, 1, 3, 4 and 5 only – Years 2 and 6 will begin their new national curriculum in September 2015).  The main changes in mathematics centre around bringing many objectives that were previously taught in later years into earlier phases of the Key Stages thus creating a more rigorous challenge to pupils. Other changes include providing for a deeper understanding of the subject through a more rigorous study of the variety of maths tasks. Reasoning and application have now become more of a teaching tool rather than part of additional learning. 

Some other changes include the use of terminology. Handling Data is now termed Statistics. Shape, Space and Measure is now termed Geometry. 

Overview

Mathematics is a creative subject that has been developed over centuries, providing the solution to some of history’s most fascinating problems. It is vital to everyday life and most forms of employment. A high-quality mathematics education 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. Mathematics will permeate the curriculum alongside our Christian ethos and add impetus to our Christian thinking and values.

Aims and Objectives

  • To become fluent in the basics of mathematics, through varied and frequent practice with increasingly complex problems over time, so that pupils develop understanding and the ability to recall and apply knowledge rapidly and accurately
  • To reason mathematically by following a line of enquiry, investigating relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • To develop the ability to solve problems by applying their mathematics to a variety of routine and non-routine problems, including breaking down problems into a series of simpler steps and persevering in seeking solutions
  • To promote enjoyment and enthusiasm for learning mathematics through practical activity, exploration and discussion;
  • To develop logical thinking and reasoning skills through a natural curiosity and investigative approach and the ability to verbalise their reasoning;
  • To promote confidence, independence and competence in mathematics and in applying mathematics;
  • To develop a thorough knowledge and understanding of numbers and the number system;
  • To develop a practical understanding of the ways in which information is gathered and presented;
  • To explore features of shape and space, to develop spatial awareness and develop measuring skills in a range of contexts;
  • To know by heart number facts and bonds that is required to be known by heart; 
  • To understand the importance of mathematical skills in everyday life.

Assessment

Assessment can be summative or formative. Both types are used to full benefit at Sutton Oak CE Primary School.

1. Teachers are continually making on-going assessments that feed into their future planning.

2. Each class group conducts half termly tests in Arithmetic and Reasoning, following our Mathematics scheme. The results are collated to measure progress and feed into future plans.

3. Each year group also conducts end-of-year summative tests. These results are reported to parents and also feed into future planning. The co-ordinator analyses these results to further enhance the delivery of mathematics.

4. Children also have year group objectives to meet. Children are assessed against a set of criteria for their year group to establish the stage at which they are in relation to their year group expectation. This is a system introduced new to 2014-15 and so is still in the development stage. However, at Sutton Oak C.E. Primary school, we are exploring how this works to create the best outcomes for the children.

5. End of Key Stage tests are conducted in accordance with the latest guidance and requirements. For 2015, Y6 and Y2 will sit levelled SATs tests whereas from 2016, the new curriculum will be tested using a new version of SATs (we will keep you informed of how these will work).

6. Currently, where children are working below the National Curriculum levels, P Scales are employed. These work in a similar way and record smaller steps of progress in mathematics. 

Data is recorded into teachers’ assessment files, year-group and school tracking programs, RAISEOnline, target setting procedures and form the basis for medium and long-term targets, teaching and learning.

National Curriculum

 

KS2 website links

MathsZone     http://mathszone.co.uk/

Mad4Maths     http://www.mad4maths.com/

BBC      http://www.bbc.co.uk/bitesize/ks2/maths/

Crickweb     http://www.crickweb.co.uk/ks2numeracy.html

Topmarks     http://www.topmarks.co.uk/interactive.aspx?cat=20

Nrich 1     http://nrich.maths.org/primary-lower

Nrich 2     http://nrich.maths.org/primary-upper

Regularly updated news websites for education

(BBC)    http://www.bbc.co.uk/news/education/

(ITV)     http://www.itv.com/news/education/

(UK)      http://ukeducationnews.co.uk/

KS1 website links

Topmarks     http://www.topmarks.co.uk/interactive.aspx?cat=8

BBC     http://www.bbc.co.uk/bitesize/ks1/maths/

Games 1    http://www.math-exercises-for-kids.com/

Crickweb     http://www.crickweb.co.uk/ks1numeracy.html

MathsZone      http://mathszone.co.uk/

Games 2     http://games.e4education.co.uk/groupone/

Snappy Maths     http://www.snappymaths.com/

Nrich     http://nrich.maths.org/8940

Mad4Maths     http://www.mad4maths.com/

The new National Curriculum

https://www.gov.uk/government/collections/national-curriculum

The Department for Education

https://www.gov.uk/government/organisations/department-for-education