Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems.
Mathematics 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.
We aim to support children to achieve economic well-being and equip them with a range of computational skills and the ability to solve problems in a variety of contexts.
The national curriculum for mathematics has three broad aims for pupils:
- Become fluent in the fundamentals of mathematics, including the varied and regular practice of increasingly complex problems over time.
- Reason mathematically by following a line of enquiry, understanding relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
These are delivered through the 5 strands of the National Curriculum:
- Number and place value
- Number – addition, subtraction, multiplication and division
- Number – fractions (including decimals and percentages)
- Ratio and proportion
At Harleston assessment is an integral part of the teaching process. Assessment is used to inform planning and to facilitate differentiation. The assessment of children’s work is on-going to ensure that understanding is being achieved and that progress is being made. Maths is reported to parents during parents’ evenings in November and February and in a written report in July. Children are formally assessed at the end of KS1 and KS2.
Learning Objectives and Success Criteria
At the beginning of each lesson the learning objective is shared. Children discuss what they need to do to be successful in their learning. Being aware of what they are learning to do helps the children to focus.
Children learn using objects, pictures and images. Then they move on to the abstract – working with numbers. Children say that working with images first helps them to understand what the numbers represent.
All children have a talk partner with whom they bounce ideas off, discuss key concepts and problem solve. Children find the opportunity to talk and discuss their mathematical thoughts a valuable part of the lesson and their learning.
The plenary often consists of a problem solving task or word problem which involves using and applying what they have learnt during the lesson. Children enjoy applying what they have learnt to real life situations which helps put their learning into context and makes it purposeful.
In all our classrooms at Harleston Primary Academy we have amazing teaching assistants who support children with their learning. Children who have gaps in their knowledge are supported through our intervention groups as well as by their teachers in each phase.
We expect all children at Harleston Primary Academy to have a secure grasp of the multiplication tables. Just like learning to walk before you can run, learning multiplication and memorising the times tables are building blocks for other maths topics taught in school – higher learning such as division, long multiplication, fractions and algebra. Students who do not memorise the times tables will find these levels of maths much more difficult than they need to be. Students who have not mastered their tables will very often fall behind in maths (and other subjects that use maths) and begin to lose confidence. We ask parents for support in helping their children to learn the multiplication tables.
Below are some useful links to help your child practise their times tables.