What is Mathematics?
Mathematics is a search for patterns and relationships. Not only is it a creative activity involving imagination, intuition and discovery, Maths is a way of solving problems and a means of communicating information and ideas. At Norwood we recognise that every child learns in a way that is unique, but all children learn more effectively when they are motivated. Therefore in lessons children learn through practical activities and real life experiences, independently and collaboratively. Throughout each year group children consolidate their learning by meeting the same ideas in many contexts.

Our Aims
At Norwood we aim to…

  • develop children’s confidence as we believe that every child has the ability to be good at maths
  • provide a relevant, challenging and enjoyable curriculum for all pupils
  • develop a positive attitude and enthusiasm towards mathematics
  • develop competence and confidence in mathematical knowledge, concepts and skills
  • provide children with the opportunity to understand mathematical concepts through practical ‘hands on’ activities at a concrete level
  • develop children’s ability to calculate, solve problems, to reason, to think logically, and to work systematically and accurately
  • develop initiative and an ability to work both independently and in cooperation with others; building on other's ideas
  • develop an ability to communicate mathematics using both relevant vocabulary and universal symbols
  • encourage mathematical justification and present arguments of proof
  • develop an ability to use and apply mathematics across the curriculum and in real life
  • involve pupils fully in all aspects of their learning, including the recognition and assessment of their achievement
  • include parents in their children's learning

By the end of Key Stage 1 (Year 2) children will… 

  • develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (e.g. concrete objects and measuring tools)
  • develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary
  • use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money
  • 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
  • read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1

By the end of Lower Key Stage 2 (Year 4) children will…

  • become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value
  • develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers
  • develop their ability to solve a range of problems, including simple fractions and decimal place value
  • draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them
  • use measuring instruments with accuracy and make connections between measure and number
  • memorise their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work
  • read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling

By the end of Upper Key Stage 2 (Year 6) children will…

  • extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio
  • develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation
  • be introduced to the language of algebra as a means for solving a variety of problems
  • be able to classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them
  • be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages
  • read, spell and pronounce mathematical vocabulary correctly

(Adapted from The National Curriculum in England, 2013)

For more details please visit The National Curriculum in England Framework document

If you have any questions or comments about our mathematics curriculum, please see Mr Jordan or Miss Gilbert, Maths Subject Leaders.

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