Curriculum

Intent Statement for Maths

The subject leader for Maths is Mrs Louise Wallen.

They can be contacted by emailing admin@northstainley.n-yorks.sch.uk using the subject title FAO of Mrs Lousie Wallen.

With oversight and support from our Senior Leadership team subject leaders oversee and monitor the intent, implementation and impact of their subject.

The mathematics curriculum is planned in a sequenced way to build knowledge, skills, understanding and mathematical vocabulary from Early Years to Year 6. The mathematics curriculum will follow a mastery approach and equip children with a deep and embedded understanding of mathematical components. The five ‘ingredients’ of mastery are: Small steps, variation, mathematical vocabulary, problem solving and representation and structure. The school’s Calculations Policy provides a guide to how calculations using the four rules of number should be taught within each group. Through assessment we will identify the pupils who require additional support and subsequently plan to address these needs, through specific interventions both same day and ongoing. 

Maths Rationale 

National Curriculum Aims for Maths 
 

 ▪ 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 nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. 
 

National Curriculum Purpose for Maths Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. 

Mastery Calculation Policy 2022. 

When planning for the 5 Big Ideas, teachers identify…. 

 

 

 The teaching of calculation is consistent and progressive. 

Maths Long Term Plan  

EYFS Maths Long Term Plan

GROWING 

A child is beginning to demonstrate understanding of a concept. They remember facts about the objective and can recall them. They may begin to apply facts and rules linked to the objective but are not sufficiently confident to do this without prompting or may apply the facts in a basic or inconsistent way. 
 

BLOSSOMING 

A child is able to apply the necessary skills or knowledge in order to demonstrate that they have mastered a concept. They confidently meet the objective and demonstrate a full ability to apply the concept, facts, rules, or ideas involved. They are confident in summarising their approach and explaining their method to others. 
 

FLOURISHING 

A child exhibits a depth of learning related to the objective, can select this in different contexts and justify their choice to use the chosen skills. They evaluate when to prioritise the skill when confronted with routine or non-routine situations. They are able to revise what they know to create their own solutions and justify the rationale of their choice.