To view this webpage as a PDF, please click here:
Maths website master page
Maths Curriculum Rationale
At Springvale Primary School, we value Mathematics.
We are all MATHEMATICIANS! (#Everyone Can)
We want our children to understand that Maths is essential to everyday life: critical to science, technology and engineering, and a necessary life skill. We want our children to grow up with a deep understanding of mathematics, applying it to their chosen career paths as accountants, air craft engineers, teachers, gaming directors and more! We value our vision: Play together, learn together, achieve together – using this to guide and influence our learning. We want our children to leave Springvale feeling not only confident but with memories of Maths that spark joy and encourage a life-long positive relationship with the subject.
Maths leaders at Springvale are: Mrs N Evans (FS1-Y2) and Mrs R Mayston (Y3-Y6)
Maths Governor: Mr W Chadburn
Intent:
Maths at Springvale follows the NCETM Guidance, which is aligned to the National Curriculum. We intend to teach a progressive curriculum, which builds upon children’s previous understanding, that enables children to become natural problem solvers. They will think like mathematicians and use correct mathematical language when explaining their understanding.
Maths Talk:
ADDEND + ADDEND = SUM |
MINUEND – SUBTRAHEND = DIFFERENCE |
FACTOR X FACTOR = PRODUCTMULTIPLICAND X MULTIPLIER = PRODUCT |
DIVIDEND ÷ DIVISOR = QUOTIENT |
Using correct terminology will help children explain, reason, predict and spot patterns.
Our curriculum is carefully sequenced and cumulative. This gives the pupils opportunity to “master maths” by using their previous learning, enabling them to develop mathematical fluency and conceptual understanding. We have high expectations of all children and scaffold as needed to enable success. In addition, interventions are used to close gaps.
At Springvale the three aims of the Primary Maths Curriculum are at the heart of everything we do, these are:
-
Fluency in the fundamentals of mathematics so that pupils develop conceptual understanding, and the ability to recall and apply knowledge rapidly and accurately.
-
Reasoning mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
-
Problem Solving 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.
Implementation:
Children from Reception to Year 6 follow the NCETM: a programme to meet the criteria for high-quality teaching of mastery in England.
Through careful and planned use of concrete, pictorial and abstract approaches learners tackle the same concepts at the same time and progress together as a whole class. The ‘small step approach’ allows children to keep up not catch up.
Each class uses manipulatives to start their focus unit. The use of manipulatives allows children to have a tangible link to their learning.
The use of pictorial representations enables children to understand how the focus maths skills can be represented in a number of different ways – mastering the small steps to learning and ensuring the learning is not just ‘discrete’.
From this process, children are then able to approach the maths in a more abstract problem but, by using their previous knowledge and skills, can apply the small steps to understanding and solving the problem.
What does Maths look like at Springvale?
Click the links to see how knowledge and skills build from year to year across the 10 strands of Maths:
1-progression-map-place-value
2-progression-map-addition-and-subtraction
3-progression-map-multiplication-and-division
4-progression-map-fractions
5-progression-map-ratio-and-proportion
6-progression-map-algebra
7-progression-map-measurement
8-progression-map-geometry-properties-of-shapes
10-progression-map-statistics
See when knowledge and skills are taught across year groups by clicking the links below:
curriculum-map-year-1
curriculum-map-year-2
curriculum-map-year-3
curriculum-map-year-4
curriculum-map-year-5
curriculum-map-year-6
Opportunities for daily practise of core skills
In order for children to know more and remember more, core skills are practised through the NCETM Mastering Number Programme from FS2 to Y2, and Early Bird questions in Key Stage 2.
Click the links to see the progression of core skills in the Mastering Number Programme:
mastering-number-overview-reception
mastering-number-overview-year-1
mastering-number-overview-year-2
Example of Year 6
Early Bird:
X tables At Springvale
We have a whole school systematic approach to teaching times tables (outlined below). This incorporates the use of concrete, pictorial and abstract approaches making conceptual links to the real world.
We introduce a new times table by building it around facts already known. Then we deepen learning and make links through exploring patterns, reasoning and investigation.
Year group |
What should be taught? |
Reception |
• Introduce concept of X1 (one group of 5 etc)• Solve problems with doubling and halving |
Year 1 |
• Counting in multiples of 2, 5 and 10• X1 table (one group of…) X0 table |
Year 2 |
• Count in steps of 2,3 and 5 from 0 and in 10s from any number forwards or backwards.• Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.• Begin to introduce concept of square numbers through arrays• Revise X1 table X0 table |
Year 3 |
• Count from 0 in multiples of 4, 8, 50 and 100• Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables• Revise X2, X5, X10 multiplication tables• X1 and X0 tables• Square number times tables |
Year 4 |
• Count in multiples of 6, 7, 9, 25 and 100• Recall multiplication and division facts for multiplication tables up to 12 x 12 (x6, x7, x9, x11 and x12 are new tables for this year group)• Revise X0, X 1, X 2, X 3, X4, X 5, X 8, X10• Continue with square number times tables |
Year 5 |
• Revise all times tables (including x0 and x1) to 12×12• Revise square number times tables• Establish whether a number to 100 is prime. Recall prime numbers to 19 |
Year 6 |
• Revise all times tables (including x0 and x1) to 12 x12• Revise square numbers times table• Revise prime numbers |