Mathematics is one of the key stones of our curriculum at Brickhouse. The curriculum states:
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It 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.
The aims of the curriculum are:
Mathematics is taught daily and covers a wide range of topics including:
All topics are covered each term and monitored to check for challenge and how they link to our topics!
To support the teaching of mathematics at Brickhouse, we use the following resources to help us:
Rising Stars Picture Maths
Rising Stars Challenging the More Able
Rising Stars Problem Solving
Collins Mathematics Enrichment
Collins (Abacus) Challenge Books
In all classes we have developed Number Fun. This session, during the daily maths lesson, centres on teaching and consolidating key number skills and calculation strategies so the children can spend more time applying their understanding to challenging and stimulating activities outlined in the curriculum. There is an extra mathematics lessons focused on improving independent maths skills, called Independent Maths.
In our EYFS, mathematics is also taught daily so they have a really good starting point for their future mathematics learning! They focus on the key concepts on early mathematics and use Number Fun to embed their knowledge of number.
Key Stage One (Years 1 and 2)
The principal focus of mathematics teaching in Key Stage One 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 (e.g. 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 One.
Lower Key Stage Two (Years 3 and 4)
The principal focus of mathematics teaching in lower Key Stage Two 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.
Upper Key Stage Two (Years 5 and 6)
The principal focus of mathematics teaching in upper Key Stage Two 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.