Learning, Caring Together in Faith

Maths

Maths Curriculum Statement

Intent

The 2014 National Curriculum for Maths aims to ensure that all children:

  • Become fluent in the fundamentals of Mathematics
  • Are able to reason mathematically
  • Can solve problems by applying their Mathematics

At St Andrew’s Infant School these skills are embedded within Maths lessons and developed consistently over time. We aim for each child to be confident in the yearly objectives and develop their ability to use this knowledge to solve varied fluency problems as well as problem solving and reasoning questions, equipping them with the skills they will need in life beyond school.

We want all children to enjoy Mathematics and to experience success in the subject.

Implementation:

Our implementation is developed through secure understanding of the curriculum and subject area.

Planning

    • Long term: National Curriculum.
    • Medium term: Lancashire Planning Disc provides a Yearly overview.
    • Short term: - Short term planning is supported by the use of the Lancashire Planning Disk materials, our school calculation policy and Year 1 are currently trialing Maths Mastery 1 materials from the Lancashire Maths team. Online resources are also used to ensure a curriculum that is specific to each child’s needs.
       

Daily lessons are taught across EYFS and KS1.

 

Planning using the Lancashire Maths disc and Maths Mastery materials ensures that time is built in for regular revisiting of learning throughout the year and there is a good balance of content between e.g. number, geometry, statistics and measurement.

Children explore maths using concrete materials. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

Through our teaching we continuously monitor pupils’ progress against expected attainment for their age, making formative assessment notes where appropriate and using these to inform our discussions in termly Pupil Progress Meetings and update our summative school tracker. The Lancashire tests are used in Key Stage 1 at the end of each term to support teacher judgements. The main purpose of all assessment is to always ensure that we are providing excellent provision for every child.

Children in Years 1 and 2 complete their homework activities using the online homework resource SUMDOG which aims to build pupil engagement and consolidate maths knowledge. Children also use the SUMDOG online resource to play games and enter competitions both at home and within school to develop a love of maths.

Maths Progression EYFS-Year 2

 

30 - 50 Months

40 - 60+ Months

ELG

Year 1

Year 2

Counting

Recite numbers in order to 10

Realise not only objects, but anything can be counted, including steps, claps or jumps

 

Count up to three or four objects by saying one number name for each item

Count actions or objects which cannot be moved

Count objects to 10, and begin to count beyond 10

Count out up to six objects from a larger group

Count an irregular arrangement of up to ten objects

Estimate how many objects they can see and check by counting them

Count reliably with numbers from 1 to 20

Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

Count in multiples of twos, fives and tens

Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward

Place Value

Use some number names and number language spontaneously

Use some number names accurately in play

Know that numbers identify how many objects are in a set

Begin to represent numbers using fingers, marks on paper or pictures

Sometimes match numeral and quantity correctly

Show an interest in numerals in the environment

Show an interest in representing numbers

Recognise some numerals of personal significance

Recognise numerals 1 to 5

Select the correct numeral to represent 1 to 5, then 1 to 10 objects

Recognise numbers from 1-20.

 

Read numbers from 1-20 in numerals.

Read and write numbers to 100 in numerals

Read and write numbers from 1 to 20 in numerals and words

 

 

Begin to recognise the place value of numbers beyond 20 (tens and ones)

 

 

Identify and represent numbers using objects and pictorial representations including the number line

Read and write numbers to at least 100 in numerals and in words.

 

 

Recognise the place value of each digit in a two-digit number (tens, ones)

 

Partition numbers in different ways (for example, 23 = 20 + 3 and 23 = 10 + 13)

 

Identify, represent and estimate numbers using different representations, including the number line

Comparing and ordering

Compare two groups of objects, saying when they have the same number

Use the language of ‘more’ and ‘fewer’ to compare two sets of objects

Say the number that is one more than a given number

Place numbers 1 to 20 in order

Use the language of: equal to, more than, less than (fewer), most, least

Compare and order numbers from 0 up to 100; use <, > and = signs

 

Find one more or one less from a group of up to five objects, then ten objects

Say which number is one more or one less than a given number

Given a number, identify one more and one less

Find 1 or 10 more or less than a given number

 

 

 

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