Our Mathematics Curriculum
Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in abstract ways. Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them for the rest of their lives.
Maths Intent Statement
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.
At Deeping St James, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of appropriate contexts.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The long-term plans are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
At DSJ we intend to:
Ensure our children have access to a high-quality maths curriculum that is both challenging and enjoyable.
Provide our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to enjoy greater depth in learning.
Ensure children are confident mathematicians who are not afraid to take risks.
Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason and problem solve mathematically.
We are continually striving to improve our maths curriculum in order to best suit the needs of our children. We do not follow a set scheme; instead we utilise quality resources available including White Rose Maths, Classroom Secrets, PiXL Primary, NCETM resources and NRICH.
The maths calculation policies of addition, subtraction, multiplication and division have been written as a useful tool to show progression through each of these 4 operations. These policies can also be used to support your child at home. Please find copies of these polocies at the bottom of this page. If you need any further help with this don’t hesitate to come in and ask your child’s class teacher for assistance.
Times Tables Policy
The aim of this policy is to raise the profile of instant recall of the multiplication tables and related division facts. It ensures that the teaching of these important mathematical facts is consistent throughout our school. The policy also explains in detail the school awards system for times tables. Children work towards achieving Bronze, Silver and Gold badges which are inline with National Curriculum expectations. Children can then strive to be awarded 'Platinum Status' in which the children become times tables ambassadors within the school.
Websites to Support with Parent/School Partnership Homework
Platinum Status - Application of the Times Tables Facts
There are resources to access that will support children who are working on the second stage of Platinum Status (application of the multiplication tables up to 12 x 12) in school.
Online Activities for this can be found on Education City. Please use your child's home access login details, follow the steps below and select an activity for practise.
Step 1: Login to Education City.
Step 2: Select Subject Mathematics.
Step 3: Select Year Group stated below.
Step 4: Select the Multiplication & Division Tab on the left hand side.
Step 5: Select the activity (names stated below).
Education City Activities to support:
Y3 - Snow Hope (Multiply 2 digit numbers)
Y4 - Times Trial
Y5 - Mrs Cow's Milk
Y5 - Undercover Sten
Y6 - Wheel Multiplication
Y6 - Wheel Division
You will also find PDF printable sheets to support Application Platinum status at the bottom of this page.
Education City Activity to support Y4 MTC Check
Select Mathematics in Education City - then choose any year group from Y3 to Y6.
Once selected click on the 'Times Tables' tab, usually the last icon in the box.
Scroll to the bottom of the time tables page and select: 'Multiplication Tables Check' 6 second question.
There are a couple of other versions, however, children will only receive 6 seconds so we recommend that the children work at home on this one only. Children can then build on their own progress scores at the speed required for the government check. We suggest that the children aim for 80%+ as we are assuming this will be the pass mark.