Maths
Intent Statement
By the time our pupils leave Year 6, they will be confident, fluent and resilient mathematicians who can apply their knowledge to a range of problems. They will demonstrate secure understanding across number (including place value and the four operations), fractions (including decimals and percentages), measurement, geometry (properties of shape and position and direction), and statistics. Pupils will recall key facts and use efficient mental and written methods, reason mathematically, explain their thinking using precise vocabulary, and solve problems by selecting appropriate strategies.
Through carefully structured learning, pupils will develop deep conceptual understanding alongside procedural fluency, making connections across different areas of mathematics. They will approach challenges with resilience and independence. By the end of Year 6, our pupils will see themselves as mathematicians—equipped with the knowledge, skills and confidence to succeed in secondary education and use mathematics in the wider world.
Policy
Content coming.
National Curriculum
Useful Websites
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Subject Progression Document
How can I help my child with this subject?
Content coming.
Parent/Carer Information Guide
A mastery curriculum rejects the idea that a large proportion of people ‘just can’t do maths’ (NCETM 2016) and instead focuses on the idea that all pupils can achieve depth in their learning which can be accomplished by using key principles including:
- representation and structure (effective pedagogies for modelling, concrete-pictorial-abstract approaches, effective use of manipulatives and transition between them)
- coherence (curriculum design, progression of objectives, sequencing learning, small steps, contextualising learning between different areas of mathematics)
- mathematical thinking (effective questioning, identifying patterns and relationships, deep understanding through reasoning and problem solving, supporting children to achieve
deeper learning where appropriate)
- variation (progression through representations using conceptual variation, progression through questioning using procedural variation)
- fluency (efficiency, accuracy, flexibility, developing unconscious competence)
These elements of effective mathematics teaching are supported in both the National Curriculum and the Ofsted Inspection Framework.