At St Anne (Stanley) we understand that 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. (National Curriculum September 2013)
To develop fluency in mathematics, children need to secure a conceptual understanding and efficiency in procedural approaches. It is important to make connections between concrete materials, models and images, mathematical language, symbolic representations and prior learning. We must ensure that children have opportunities to practise the key skills whilst building the understanding and knowledge to apply these skills into more complex activities. The basic skills must continually be practised to ensure that they secure the building blocks in mathematical learning.
Mathematics is a tool that can teach children how to make sense of the world around them through developing their ability to calculate, to reason and to work together as well as independently to solve real life, everyday problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.
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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
In Key Stage 1 (Year 1 & 2) and Key Stage 2 (Year 3, 4, 5 & 6) teachers use the Liverpool City Council – School Improvement – planning documents as the main planning tool for Mathematics. The documents are year group specific and place the relevant learning domains into half term blocks. The plans help us meet the expectations of the National Curriculum.
Download our Whole School Maths Curriculum Map to see what your child will be learning each half term:
Whole School Maths Curriculum Map
Children practise their times tables daily. This helps strengthen mental maths skills and quick recall. Download our Year Group Expectations for Times Tables sheet to see how children build on their times tables and division facts as they progress from Year 1 to Year 6:
Click on the following pages to test YOUR times tables and division skills! Challenge your child to beat your score…