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CEO: Mrs G Coffey OBE

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Mathematics

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. Lynch Hill School is committed to providing a high-quality mathematics education providing 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.

Our curriculum for mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, 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, seeking to find relationships and make generalisations, and justifications using rich and varied 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

Mathematics is an interconnected subject in which pupils need to be able to move fluently between various mathematical ideas. The programmes of study are organised into different domains, but pupils should make connections between them to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

Years 1 and 2

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the 4 operations, including with practical resources such as counting objects and measuring tools.

At this stage, pupils develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Learning also involves using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value.

Years 3 and 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 4 operations, including number facts and the concept of place value. This ensures that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

At this stage, pupils develop their ability to solve a range of problems, including with simple fractions and decimal place value. Pupils begin to use measuring instruments to draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.

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.

Years 5 and 6

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 large numbers. This develops the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils develop their ability to solve a wider range of 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. Learning in geometry and measures consolidate and extend knowledge developed in number. Pupils classify shapes with increasingly complex geometric properties and they learn the vocabulary needed to describe them.

By the end of year 6, pupils should be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages.

For those who need a little extra…

For pupils who have difficulties with mathematics, we are part of the Every Child Counts programme. Numbers Count is a specialist teacher-led intervention for children who find mathematics extremely difficult. 1st class @ Number is a teaching assistant-led intervention for children who need a helping hand. This is, of course, in addition to the skilled support provided by staff in class, groups and interventions.