Maths at St. Gregory’s
At St. Gregory’s we aim to foster positive attitudes to learning in all areas of Maths. The children’s enjoyment and confidence in this area of the curriculum are crucial for making good progress. Each classroom has a Maths working wall, guidance posters and resources to cater for the needs of all learners. Lessons are tailored to support as well as challenge. Learning focuses on the following key areas: fluency in arithmetic and number facts, reasoning mathematically and problem solving. There are opportunities for cross-curricular learning as well as collaborative learning through our teaching of problem solving. We encourage children and parents to take the initiative to consolidate learning at home as well as explore how Maths can be found everywhere in the real world. With this partnership, we can build on prior knowledge and help the children to achieve their potential in school.
Foundation Stage and Key Stage 1
At the beginning of Foundation Stage, the children are introduced to words, numerals and the four operations (addition, subtraction, multiplication and division). As they progress through Key Stage 1, mental fluency is developed alongside arithmetic strategies. Mathematical vocabulary is introduced to children at this early stage and the children are expected use this language verbally and in writing. The children should end Key Stage 1 with a sound understanding of place value, arithmetic strategies and fluency in number facts including times tables (2, 5, 10 & 3). Opportunities will also be made for children to acquire reasoning and problem solving skills as they progress through Key Stage 1.
Key Stage 1 SATs: In Summer Term 1, the Year 2 children will sit an arithmetic and reasoning test. The work that they produce throughout the year will also be assessed by their class teachers. For this reason, good bookwork is essential for evidence of each child’s grasp of the curriculum objectives (see Year 2 Maths Targets).
Key Stage 2
In Years 3 and 4, children are given the opportunity to consolidate and become increasingly fluent with efficient written arithmetic strategies using the four operations (addition, subtraction, multiplication and division). Teaching and practice will focus on developing their confidence as they are introduced to larger numbers, decimals and fractions. Mental fluency of number facts and times tables are also important; the National Curriculum expectation is that by the end of Year 4, children will be able to recall all 12 tables up to 12 x 12. Reasoning and problem solving skills will be taught explicitly to prepare for Upper Key Stage 2, where they will be required to use and apply arithmetic strategies correctly when presented with problems in a variety of contexts.
By Years 5 and 6, the children will be taught to use formal written strategies for the four operations, recommended in the National Curriculum (see Calculation Policy). These may be taught to some children slightly earlier in the key stage when they are ready. A sound understanding of each strategy is essential as children will be taught to calculate with whole numbers (up to 1,000,000), decimals and fractions, and apply this knowledge when working with numbers in the context of shape and measure. Problem solving will continue to be taught explicitly to prepare them for their reasoning paper for their SATS in Year 6.
Key Stage 2 SATs: In Summer Term 1, the Year 6 children will sit one arithmetic test and two reasoning tests. The work that they produce throughout the year will also be assessed by their class teachers. For this reason, good bookwork is essential for evidence of each child’s grasp of the curriculum objectives (see Year 6 Maths Targets).