Sub-Intent for Maths
Expected Standard at the end of EYFS
A child can count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Expected Standard at End of Key Stage 1
By the end of Y2 a child should be mentally fluent with whole numbers, counting and place value. A child should know the number bonds to 20 and be precise in using and understanding place value. Using practical resources, a child can work with numerals, words and the four operations (eg concrete objects and measuring tools). Using a range of measures, a child can recognise, describe, draw, compare and sort different shapes and use the related vocabulary. A child can describe and compare different quantities such as length, mass, capacity/volume, time and money. A child can read and spell mathematical vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
A child can:
Expected Standard by end of Year 4
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. By the end of Y4, a child should be fluent with whole numbers and the four operations, including number facts and the concept of place value. A child will be developing efficient written and mental methods and performing calculations accurately with increasingly large whole numbers.
A child can:
Expected Standard by End of Key Stage Two
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils 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. At this stage, 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. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of Y6, a child should be fluent in formal written methods for all four operations including long multiplication and division and in working with fractions, decimals and percentages and ratios, and make connections between them. A child should be able 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. A child is beginning to use the language of algebra as a tool for solving a variety of problems
A child can:
Below are two documents that detail the curriculum for MATHS across the school:
IMPLEMENTATION OF MATHS CURRICULUM
As detailed in the school's, Curriculum Sub-Intent and Implementation Document on the Curriculum Home page, Maths Key objectives are group by class teachers into Mini-Learning Adventures which give the Maths objectives context and the children purpose for their learning, linked directly to their Overall Learning Adventure.
Below are examples of Maths Mini-Learning Adventures: