Maths Overviews

Maths Vocabulary Progression

In school, we follow the National Curriculum and use White Rose Schemes of Work as a guide to support teachers with their planning and assessment. This approach makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We believe mathematics is an important part of children’s development throughout school, right from an early age. Mathematics underpins much of our daily lives and therefore is of paramount importance in order that children aspire and become successful in the next stages of their learning. We intend on delivering a curriculum which allows children to be a part of creative and engaging lessons that will give them a range of opportunities to explore mathematics following a mastery curriculum approach. Mathematics at St Marys gives each pupil a chance to believe in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.

The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time. At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses. Children can acquire the skill, apply the skill or deepen the skill within the lesson.

Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a greater depth activity. This task challenges the pupils and ensure that they are using more than just one skill to be able to answer the mathematical problems.

Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking. Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles.

Pupils at St Mary’s should know their times tables to 12 x 12 by the end of Year 4. A secure understanding of times tables feeds into many other areas of Mathematical thinking, and it is expected that children are able to use their tables in subsequent years to use and apply their knowledge of tables when working at a greater depth.