Maths – curriculum overview
Intent
At Appleton Maths objectives are taken from the National Curriculum, and are structured into key areas of learning, which are consistent in each year group across the school.
Mathematical knowledge, can be linked to engaging topics, but will be gained by the teaching of year group progressive skills, which build on previous learning, ensuring pupil’s learning becomes embedded. In addition to this, pupils will engage in enrichment activities to support their learning of Mathematics for a real purpose through Jigsaw and Cross-curricular lessons.
In Maths, by the end of EYFS children will:
Have an understanding of Number and of Shape, Space and Measure throughout the foundation stage. With a deep understanding particularly of numbers to 10. Resulting with the Early Learning Goals for assessment at the end of EYFS.
By the end of Key Stage 1 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 [for example, concrete objects and measuring tools]. Pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. They should also use 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.
By the end of Lower Key Stage 2 children will:
Become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. They will develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. Pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Pupils will have the opportunity draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should 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 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. Pupils should 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. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Pupils will classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.
Implementation
In Maths, progressive skills such as number bonds, times tables and the four operations are used to underpin the necessary knowledge of place value and number within year groups. Lesson objectives are structured and sequenced so that final outcomes are secure and meaningful. Children do not learn objectives in isolation but continue to embed these through carefully planned application of skills throughout the year.
All children have access to the Maths curriculum, as work is tailored appropriately for children with SEND. Children will learn through similar activities, with outcomes modified to suit all needs.
Impact
Maths Impact This is shown through:
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Work in books.
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Progress records and data overviews
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Benchmarking against national tests
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Fortnightly assessments of arithmetic and times tables in KS2
- Pupil voice
- Links to Staff Performance Management targets
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Subject Action and School Development Plans.
Curriculum progression information:
“Pupils enjoy learning through play, stories, and collaboration, with engaging activities that promote creativity, teamwork and curiosity.”
“Leaders have prioritised consistency in phonics teaching, ensuring that children receive the support they need to become fluent and confident readers.”
“Pupils are respectful about race, religion and disabilities, showing a strong understanding of equality, inclusion, and kindness.”
“Pupils contribute to the community through charity work and local visits, helping them grow into thoughtful, socially aware individuals.”
“Skilled adults support learning and develop vocabulary in early years, ensuring that even the youngest learners get a strong and confident start.”
“Leaders offer a wide range of extra-curricular activities, providing pupils with enriching experiences that enhance both learning and wellbeing.”
“Pupils feel safe and know teachers will help if they are worried, fostering a secure and supportive environment where children can thrive.”
“The expectation at Appleton is that ‘Every child is a reader,’ and this belief is embedded throughout the school’s approach to phonics and literacy.”
“There is a strong reading culture within the school, with staff and pupils alike showing a shared enthusiasm for books and language development.”
“Appleton Primary School continues to be a good school, where pupils are well supported and cared for across all areas of their education.”
