Mathematics is a creative and highly interconnected discipline
that has been developed over centuries, providing the solution to
some of history's most intriguing problems. It 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.
National Curriculum 2014
The national curriculum for mathematics aims to ensure that all
- becomefluentin 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
- reasonmathematically by following a line of enquiry,
conjecturing relationships and generalisations, and developing an
argument, justification or proof using mathematical language
- cansolve problemsby 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.
- The aims in teaching mathematics at VCP are:
- To create a stimulating and challenging environment for pupils
to gain the confidence and encouragement to fulfil their potential
in this subject.
- To ensure a broad and balanced mathematical education is
offered to all pupils regardless of origin, class aptitude or
- To foster a determined and persistent approach.
- To have a systematic but flexible and creative approach to
solve problems, to reason, to think logically and to carry out
- To show initiative and an ability to work independently and in
co-operation of others.
- To be interested and motivated to succeed gaining satisfaction
from their success.
- An ability to use and apply mathematics across the curriculum
and in real life.
- To develop mental and oral arithmetic skills.
- To ensure that pupils needing curriculum support are identified
and catered for.
- Delivery of the subject:
The subject is predominantly delivered through the Abacus Evolve
scheme of work which covers the 7 strands:
- Number - number and place value, addition and subtraction,
multiplication and division and fractions
- Ratio and Proportion
- Geometry - Properties of shape, position and direction
- Mathematics should essentially be a practical activity, where
recording will assess the understanding of the child
- Work and rate of progress will be closely matched to the needs
of the individual child
- Mathematics should be taught in the context of everyday life
and will be relevant to the needs of the child
- The delivery of the Mathematics curriculum will consider the
different learning styles within the class
- Mathematics lessons will be well planned, incorporating
different styles of teaching/learning and class organisation in
accordance with a style appropriate for the class
- Relevant and suitable schemes will be used to deliver
- Children should develop the ability to apply their learning to
- Work should be marked regularly, in line with the school's
- There should be an emphasis, particularly in KS2, on problem
solving, reasoning and investigative maths. There should be a
stronger emphasis on the explanation of method rather than simply
achieving the correct answer
- Differentiation should ensure that the most able children are
sufficiently challenged and the less able are supported as
- There should be a strong emphasis on the learning of number
bonds and multiplication tables and regular practice of both
- Mental maths sessions should be planned for and feature
regularly in the classroom
- Opportunities for using and applying mathematical skills should
be planned for in most lessons to allow children to deepen their
understanding of each concept
Pupils are allowed to progress as far as their abilities allow
by exposing them to work of increasing depth and challenge. A
child who covers the basic work will be allowed to move onto work
that extends, deepens and consolidates.