Maths

The three main aims of the National Curriculum (2014) for mathematics are:

  • 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

Key Curriculum Drivers

Mathematics supports our wider curriculum vision through our key drivers in the following ways:

Curriculum DriversHow Mathematics supports this driver
To know about the WorldChildren will find out how Maths is used in the real world and in real life situations
High levels of oracyChildren will use precise and accurate language. They will use ‘sentence stems’ to help capture, connect and apply important mathematical ideas.
To encourage critical thinkingChildren will explore and reason in maths. They will reflect on what they are doing during problem solving activities, asking questions such as:
What am I doing?
Why am I doing this?
How does it help me?
To have ambitionChildren will be encouraged to be independent learners, having self-drive to be ambitious and by being part of progressing and challenging themselves and not being afraid of taking risks.


Key Concepts

Our Mathematics curriculum is based around these key concepts that will support children's development in the subject area, aiming towards our vision.

Key ConceptI am a mathematician because...
Fluency… I am fluent at basic maths skills
Problem solving…. I can use my basic maths skills to solve problems
Cause and consequence reasoning…. I use mathematical language to explain patterns, relationships and why things happen


How is our Mathematics curriculum structured?

At Henry Chichele, we believe in and follow a mastery approach to implementing our mathematics curriculum. This enables children to spend longer on a particular concept in order to secure their understanding before moving on.

The structure of the maths curriculum in each year group can be found below. These documents show the long term plan for the year and give the name of the unit being studied in each week of the term. These may be slightly adapted according to the need of the children in each year group or class.

Year 1 Overview

Year 2 Overview

Year 3 Overview

Year 4 Overview

Year 5 Overview

Year 6 Overview


What is covered within the units in each year group?

The documents below show the content of each unit in more detail by showing the small steps that are built up over the time the unit is taught.

Autumn 

Year 1 Autumn Small Steps

Year 2 Autumn Small Steps

Year 3 Autumn Small Steps

Year 4 Autumn Small Steps

Year 5 Autumn Small Steps

Year 6 Autumn Small Steps

*Spring and Summer small step progression maps will be added later in the academic year 22-23.


What does progression look like within the curriculum through the year groups?

Each area of the mathematics curriculum has clear progression that is built on year on year in order for the children to build their conceptual knowledge in each area. See the file below for further detail on the progression within each strand of the curriculum.

Maths Progression Map