How we teach Mathematics at Combe School
Mathematics is taught from 10:50am – 12:00pm each day.
To ensure a consistent approach to the development of calculation throughout the school, a Calculation Policy is followed. The policy includes models of written methods for all operations and guidance of how to teach these.
Key Stage 1
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 practise at this early stage will aid fluency.
Lower Key Stage 2
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.
Upper Key Stage 2
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
Visual representations and resources are used throughout the school to support and develop pupils understanding of mathematical concepts. Some example include: Numicon, number lines, hundred square, base ten blocks, place value cards, place value counters, Cuisenaire rods, number cards and multiplication squares.
The analysis of data along with the ongoing assessment of pupil’s progress enables the SENCO to work alongside teachers to target the specific needs of children. The use of targeted interventions are put into place to support and further develop pupils understanding and knowledge.
The National Curriculum for Mathematics aims to ensure that all pupils:
- 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.