In the Early Years Foundation Stage Curriculum, Mathematics forms part of many interactive learning experiences. Pupils develop their knowledge and understanding of mathematics through independent learning, exploration and discussion. Children learn to count, read, write and order numbers to 20 reliably 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. Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns and explore characteristics of everyday objects and shapes, using mathematical language to describe them.
During Key Stage 1, children are taught in ability learning groups for their main maths lesson. They are taught mental calculation strategies within a mental starter session as whole class for 10-15 minutes each day. This will also include learning and revision of key number facts and previously learned concepts. Additionally, they learn about shape and space, through practical activities which build on their understanding of their immediate environment. They develop their use of mathematical language, using it to talk about their methods and explain their reasoning when solving problems. Progress is monitored in termly target setting, formal assessments and Pupil Progress Meetings each half-term.
Throughout Key Stage 2, children are again taught in ability learning groups. They have a 15-20 minutes mental starter to each lesson which is also used to revise topics already covered as well as written calculation methods. They move from counting reliably to calculating fluently with all four number operations, including the use of formal written methods. Children will use a wider range of mathematical language, diagrams and statistical charts. They learn to tackle a problem with mental methods in addition to using any other approach, always supported with help and encouragement. They extend and secure their use of mathematical language, using it to talk about their methods, explain their reasoning when solving problems and applying it during investigations. Progress is monitored in termly target setting, formal assessments and Pupil Progress Meetings each half term.