|
To increase pupils’ prospects by: Giving pupils the skills and knowledge needed to be fluent mathematicians, and fully equip them to succeed in the next stage of their Mathematics education. We are determined to ensure that our pupils are fluent in place value number and can then apply this to other areas of the Maths curriculum. We also want to create mathematicians who can reason and problem solve across all areas of the subject, as well as apply knowledge across the curriculum where appropraite. |
|
Building foundations for a love of life, a love of learning and a love of one another |
|
· To develop an interest and curiosity of the world around them so that they intuitively question and think mathematically about problems they encounter. · To develop mathematical understanding and conceptual knowledge not just procedural fluency. · To become fluent in key number facts, appropriate to their year group (addition and subtraction facts, times tables and division facts) · To use the four operations – both mental and written – with confidence; effectively, accurately and flexibly. · To develop a deep understanding of an area of maths through reasoning and problem solving within all lessons. · To be curious and ask questions about the maths in the world around them. · Children will develop an understanding of the world of work and how specifically someone can make a forge a career for themselves within Maths. · To understand how Maths has influenced their lives in particular (time, money etc). · To identify the social and economic implications of Maths. · To participate in mathematical events in the wider community/school. · To use their mathematical knowledge to understand how they can contribute to a better community and society. |
Key Documents
1. Maths at USL
2. Curriculum Progression Maths
4. Maths Policy
8. British Values in Maths at USL
9. Long Term Planning Documents
| EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
| Y1 Small Step Sequence | Y2 Small Step Sequence | Y3 Small Step Sequence | Y4 Small Step Sequence | Y5 Small Step Sequence | Y6 Small Step Sequence |
* Please note that that smaller step sequencing may be adapted based on teacher assessment. This will be overseen by the Maths Subject Leader.*
10. Parent/Carer Documents
Glossary of Mathematical Terms for Parents/Carers
Website Links for Parents/Carers
Maths Open Mornings - Presentation to Parents
KIRF (Key Instant Recall Facts) - information for parents
Help your child become a stronger mathematician - support for parents/carers
Calculation Videos - to model our calculation strategies at Upton
How we teach Maths.
In our school, we have adopted the ‘Do it, Secure it, Deepen it’ approach to Maths. This approach involves children being taught a skill then proving to the teacher they can do it. Once children have shown they can successfully complete the skill, they are challenged through secure it and deepen it activities which aim to broaden and deepen their mathematical understanding. The aim of this process, is not to move children on too quickly but to allow them to move on when they have a secure and deep understanding of the Maths they are learning. It also allows children opportunities to reason and problem solve as well as make rich connections between the different mathematical areas. This approach is not evident in every lesson. We are flexible and allow teachers freedom to plan activities which inspire and capture children’s attention and these may take place outside of the classroom environment.
At Upton, our belief is that maths is about more than just ‘learning numbers and methods’. In fact, we try to encourage children to understand that the numbers we use in maths lessons are actually only a representation of “real maths” that happens in life. That is the maths notation of 7 – 2 = 5 is just an easy way of representing how many sweets I have left from my pack of 7 after my younger brother has stolen 2 of them!
In order to develop this understanding, we ensure that we provide concrete and pictorial representations in our lessons in tandem with teaching abstract methods. We believe that by engaging and interchanging between these different mediums, children will be better prepared to reason and solve different mathematical problems.
Building foundations for a love of life, a love of learning and a love of one another
