Statement of Intent
At St. Barnabas CE Primary School, we see mathematics as a key life skill, and we aim to create confident and inquisitive mathematicians. Our teaching of mathematics is underpinned by all three of the school’s core values – to inspire, nurture and achieve.
We want our children to build a deep, conceptual understanding of mathematics which will enable them to apply their learning in different situations. Through mathematical talk, our children will be able to explain their thinking and develop their reasoning skills. We use real-world contextualisation to inspire our children and to maximise their progress. We nurture the self-confidence and resilience of the children to become able mathematicians and we promote positive Growth Mindset thinking. We want all children to achieve, enjoy and experience success in mathematics.
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.
(Mathematics programmes of study: Key stages 1 and 2 National Curriculum in England -September 2014)
Growth Mindset Thinking
Growth mindset is a theory centred around the belief that intelligence and learning can be learnt, developed, and improved. With a growth mindset, children have a positive attitude towards learning and their ability to progress and achieve. At St. Barnabas C.E. Primary we promote Growth Mindset thinking across the curriculum. Here is a video that explains the qualities of a good learner and the importance of adopting an ‘I can do it!’ attitude. We reward and celebrate the effort that the children make in their learning.
|Children need to know and be secure in their times table and division facts up to 12 x 12, 12 ÷ 12 by the end of Year 4. Children are encouraged to practise their times table and division facts in a fun and engaging way, through rapid questioning, singing songs and the use of ICT to increase not only accuracy of recall, but speed. We use ‘Times Tables Rock Stars’ which is a carefully sequenced programme of times tables practice.|
|Expectations for learning times tables and division facts|
|Year 1- 2’s, 5’s and 10’s times tables and linked division facts up to x12 and to know doubles and halves to 10.|
|Year 2 – 2’s, 5’s, 10’s times tables and linked division facts up to x12 and to recognise odd and even numbers.|
|Year 3- 3’s, 4’s and 8 times tables and linked division facts up to x 12.|
|Year 4 – All times table and division facts up to 12 x 12 and 12 ÷ 12 with quick recall and accuracy.|