At Horndale Infants School we strongly believe that Mathematics equips all pupils with a uniquely powerful set of tools to understand and change the world. Maths is hugely important in everyday life and is central to all aspects of life therefore we want to ensure that all children develop a love of Maths and confidence in applying their learning to real life contexts.
Throughout the school, we use concrete, pictorial and abstract approaches to build competency in understanding a new topic. We use a wide range of resources such as Numicon and Base 10 to help children to develop their mathematical understanding. Our overall emphasis is on the ability to reason, understand and solve mathematical problems.
In KS1 we follow the National Curriculum 2014 which focuses carefully on end of year group and key stage expectations. It ensures continuity and progression in the teaching of mathematics.
National Curriculum 2014 KS1 guidance
|The national curriculum for mathematics aims to ensure that all pupils:
· become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
· reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
· can solve problems 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.
|The principal focus of mathematics teaching in Key Stage 1 is to ensure that pupils develop:
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
Early Years Guidance
In Early Years the curriculum is guided by The Early Years Foundation Stage Framework following the Early Learning Goals.
|Early learning goal – numbers
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
|Early learning goal – shape, space and measures
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.