Welcome to Mathematics at St Mary's!

At St Mary’s we aim to create independent and inquisitive mathematicians who recognise the importance of mathematics, integral to all aspects of life including science, technology and engineering, necessary for financial literacy and in employment.

The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in 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 accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using 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.

Mastery in Maths

Through a mastery approach, our curriculum is planned in small sequential steps providing both breadth and depth to all learners maximising the learning potential of each pupil and securing a life long understanding. Opportunities are given for pupils to work practically in a range of contexts, progressing to pictorial representations and then to abstract concepts such as written calculation methods. Pupils develop rich connections across mathematical ideas to develop fluency, reasoning by following a line of enquiry and challenged through sophisticated problems, including the application and use of mathematics in real contexts e.g. scaling problems when working with ingredients in cooking.

The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum. At St Mary’s language development is a key priority enabling pupils to develop their mathematical vocabulary, expressing ideas accurately, concisely and in presenting mathematical  thinking and justification.

Further opportunities are provided to enable pupils to apply their mathematical knowledge to science and the wider curriculum, e.g. interpreting data in Geography linked to climate change. Outdoor learning incorporates problem solving in a range of contexts including outdoor and adventurous activities.

We endeavour to ensure pupils develop a sense of enjoyment and natural curiosity about maths that will stay with them as they continue their learning journey into adulthood. Click on the classes below to see what Mathematics at St Mary’s looks like.

In Early Years, mathematics involves providing children with opportunities to develop their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shape, space and measure.

In Key Stage 1, the principal focus is to ensure that pupils develop confidence and mental fluency when working with whole numbers, including counting and place value of numbers with the 0-100 range. This will involve working with numerals, words, addition, subtraction, multiplication and division.

Pupils will develop their ability to recognise, describe, compare and sort shapes and use the related vocabulary. They will use 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 show know number bonds to 20 to aid fluency as they move into Key Stage 2.

In Lower Key Stage 2, the principal focus is to ensure pupils become increasingly fluent with whole numbers and addition, subtraction, multiplication and division, including number facts and the concept of place value. Pupils will develop efficient mental and written calculation methods with increasingly larger whole numbers.

Pupils will develop their ability to reason mathematically and solve a range of problems. This includes fractions and decimal place value, analysing shapes and their properties and describing the relationships between them. They will use measuring implements with accuracy and make connections between measure and number.

By the end of Year 4, pupils should know up to and including the 12 times tables and demonstrate fluency and precision in their work.

How to help your child at home & useful links

Maths is everywhere, home is an ideal place for children to apply the maths they have learnt in school to real life situations e.g. measuring quantities for baking, planning activities for the day or a journey, measuring your child’s height as they grow etc.  At the shops, encourage your child to check the packaging for quantities needed, spending pocket money – what can they afford to buy?

In KS1, supporting pupils to learn number bonds to 10 and 20 is important for pupils enabling them to use known facts to calculate larger numbers e.g. if they know 6+4 = 10, this can be related to 60+40=100, 26+4= 30, 600+400=1000 etc.

Click on the buttons for Mathematics games and resources to help your child at home.

In KS2, knowing their times tables and the related division facts off by heart will benefit them, for example, when calculating area, finding non-unit fractions of quantities etc. Using the games on the online app Times Tables Rockstars, can support them in learning their tables.

Click on the buttons for Mathematics games and resources to help your child at home.

Our Recent Facebook Post
Berwick Literary FestivalAs part of the Berwick Literary Festival, children in Y3/4 enjoyed a live, interactive Zoom session with poet Joseph Coelho. He read some of his poetry to the class and they were able to explore different forms of poetry with him, based on his own writing. The children thought of many questions to ask him, from what inspires him to write to does he have a special pen for writing? He set us a poetry writing challenge which the children can't wait to start. They will be able to share their best creative efforts with him next half term. Our challenge is based on 'MORERAPS', if you want to find out more click on the link below: ... See MoreSee Less
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