Redlands Primary School

  1. Curriculum
  2. Maths

Maths

Year 6 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Consolidation throughout


Number: Place value

Number: Addition, Subtraction, Multiplication and Division

Number: Fractions, Decimals and Percentages

Statistics

Problem Solving (including SATs revision)

Problem Solving and Consolidation

Number: Addition, Subtraction, 

Multiplication and Division

Number: Fractions Measurement: Area, Perimeter Geometry: Properties of Shape Number: Ratio
Measurement: Converting Units Geometry: Position and Direction Number: Algebra
Measurement: Volume

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

EYFS

FS refer to FS planning

Getting to know you

Match, Sort and compare  

Talk about measure and patterns

It’s me 1, 2, 3

Circles and Triangles

1, 2, 3,4, 5,

Shapes with 4 sides

Alive in 5

Mass and capacity

Growing 6, 7, 8

Length, Height and Time

Length, Height and Time

Building 9 and 10

Explore 3-D shapes

 

To 20 and beyond

How many now?

Manipulate, compose and decompose

Sharing and Grouping

Sharing and Grouping

Visualise, build and map

Make connections

Consolidation

Year 1

Number: Place value within 10

Number: Addition and subtraction within 10

Number: Addition and subtraction within 10

Geometry: Shape

Consolidation

Number: Place value within 20

Number: Addition and Subtraction within 20

Number: Place value within 50

Measurement: Length and Height

Measurement:

Mass and Volume

Number:

Multiplication and Division

Number: Fractions

Geometry: Position and Direction

Number: Place value within 100

Measurement: Money

Measurement: Time

Consolidation

Year 2

Number: Place value

Number: Addition and Subtraction

Number: Addition and Subtraction

Geometry: Shape

Measurement: Money

Number: Multiplication and Division

Number: Multiplication and Division

Measurement: Length and Height

Measurement: Mass, Capacity and Temperature

Number: Fractions

Measurement: Time

Statistics:

Geometry: Position and Direction

Consolidation

Year 3

Number: Place value

Number: Addition and Subtraction

Number: Addition and Subtraction

Number: Multiplication and Division

Number: Multiplication and Division

Measurement: Length and Perimeter

Number: Fractions

Measurement: Mass and Capacity

Number: Fractions

Measurement: Money

Measurement: Time

Measurement: Time

Geometry: Properties of Shape

Statistics

Consolidation

Year 4

Number: Place value

Number: Addition and Subtraction

Number: Addition and Subtraction

Measurement: Area

Number: Multiplication and Division

Consolidation

Number: Multiplication and Division

Measurement: Length and Perimeter

Number: Fractions

Number: Fractions

Number: Decimals

Number: Decimals

Measurement: Money

Measurement: Time

Consolidation

Geometry: Shape

Statistics

Geometry: Position and Direction

Year 5

Number: Place value

Number: Addition and Subtraction

Number: Multiplication and Division

Number: Multiplication and Division

Number: Fractions  

Number: Multiplication and Division

Number: Fractions

Number: Decimals

Number: Decimals

Measurement: Perimeter and Area

Statistics

Geometry: Shape

Geometry: Position and Direction

Number: Decimals

Number: Decimals

Number: Negative Numbers

Measurement: Converting Units

Measurement: Volume

White Rose

At Redlands we use White Rose to ensure that our lessons are carefully sequenced and progressive and that there is appropriate breadth and depth to our Maths curriculum.  The children are encouraged to use a range of concrete and pictorial resources to support them in their learning; the following quote shows how important the use of resources is for all children,

 ‘Children must hold maths in their hands, before they can hold it in their heads.’

Children are taught to use sentence stems and to work with a partner to share their ideas before discussing strategies as a whole class. 

We aim to support the children in developing their problem solving skills and resilience at working on a problem.

‘It’s not that I’m so smart; it’s just that I stay with problems longer.’ (Albert Einstein)

Year Group Overviews

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Parent videos

Please click on the link to watch some parental guidance videos on Addition, Subtraction, Multiplication, Division, Fractions and Algebra

https://whiteroseeducation.com/parent-pupil-resources/maths/maths-with-michael

There are also a number of links to support children with their learning at home, including free Maths books to download and the interactive 1 Minute White Rose App- which helps the children to develop their fluency and recall.

https://whiteroseeducation.com/parent-pupil-resources/maths- advice for parents

https://whiteroseeducation.com/parent-pupil-resources/maths/free-downloads- maths books to download

https://whiteroseeducation.com/1-minute-maths 1 minute maths app

Progression

Mastering Number

In Early Years and Key Stage 1 we follow the mastering number programme, which helps to consolidate the children's understanding of number alongside White Rose.

Calculation Guidance

Vocabulary Progression

Teaching For Mastery

We aim to incorporate the 5 big ideas for teaching for Mastery in our daily Maths teaching as suggested by the NCETM.

Coherence

Teaching is designed to enable a coherent learning progression through the curriculum, providing access for all pupils to develop a deep and connected understanding of mathematics that they can apply in a range of contexts.

Representation and Structure

Teachers carefully select representations of mathematics to expose mathematical structure. The intention is to support pupils in ‘seeing’ the mathematics, rather than using the representation as a tool to ‘do’ the mathematics. These representations become mental images that students can use to think about mathematics, supporting them to achieve a deep understanding of mathematical structures and connections.

Mathematical Thinking

Mathematical thinking is central to how pupils learn mathematics and includes looking for patterns and relationships, making connections, conjecturing, reasoning, and generalising. Pupils should actively engage in mathematical thinking in all lessons, communicating their ideas using precise mathematical language.

Fluency

Efficient, accurate recall of key number facts and procedures is essential for fluency, freeing pupils’ minds to think deeply about concepts and problems, but fluency demands more than this. It requires pupils to have the flexibility to move between different contexts and representations of mathematics, to recognise relationships and make connections, and to choose appropriate methods and strategies to solve problems.

Variation

The purpose of variation is to draw closer attention to a key feature of a mathematical concept or structure through varying some elements while keeping others constant.

  • Conceptual variation involves varying how a concept is represented to draw attention to critical features. Often more than one representation is required to look at the concept from different perspectives and gain comprehensive knowledge.
  • Procedural variation considers how the student will ‘proceed’ through a learning sequence. Purposeful changes are made in order that pupils’ attention is drawn to key features of the mathematics, scaffolding students’ thinking to enable them to reason logically and make connections.

The Five Big Ideas were first published by the NCETM in 2017.

Free websites

Here are a number of free websites that have activities and games that the children can use at home.

https://home.oxfordowl.co.uk/maths/maths-at-home/

https://www.topmarks.co.uk

http://www.amathsdictionaryforkids.com/

Websites which you can subscribe to:-

https://www.mathletics.com/uk/

Currently on a trial in school:

https://ttrockstars.com/

https://numbots.com/