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Sir Henry Fermor Church of England Primary School

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Sir Henry Fermor

Church of England Primary School

Tel: 01892 652405

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Maths

Maths at Sir Henry Fermor

 

During maths lessons, which usually take place every morning, the children are given the opportunity to explore new learning and develop their mastery of the subject through the White Rose scheme of work. Through this scheme, Teachers are looking at new ways to apply mathematical skills to real life, concrete contexts to help provide children with the meaning behind the maths teaching. They are also constantly looking for opportunities to ensure that maths is not taught as a discrete subject but is applied to the school’s entire curriculum and indeed, links to maths are made throughout the school day. This could be in science where their statistical knowledge is essential, or in the form of an investigation, linked to our creative curriculum, or even in P.E. where data and recording might be necessary. We fundamentally believe that mathematics is an area of learning where all children should be empowered to see the relevance in their everyday life, to be given the chance to enjoy and master it and to truly excel.

 

Starting maths lessons with a brain-energising starter is essential and this often takes the form of a maths game, mental teasers, times tables quizzes or mental maths exercises. This all supports long term memory storage of mental maths facts, ensuring that quick recall is immediate and scaffolds their deeper level thinking strategies.

 

As a school, we use the Times Tables Rockstars as a way to baseline the children and assess their knowledge. It is also a useful tool for you to practise your child's times tables at home with them. Each child will have their own times tables login given to them at the start of the year to use at home.

Your 4 and 5 year olds, beginning their school journey at Sir Henry Fermor Primary School in either Hedgehogs or Owls class, will be taken on an exciting mathematical journey and by the end of their year, will have had the opportunities to develop their language to discuss and master:

Number

Shape, Space and Measure

Recognising numerals to 10.

Estimating then counting objects up to and beyond ten.

Using ‘more’ and ‘fewer’ for comparison.

Finding the total of two groups of objects by counting them.

Finding one more or one less from a group of ten objects.

Beginning to use mathematical vocabulary in discussions about real life maths that interests them.

Recording marks that they can explain.

Naming and describing 3Dimensional and 2Dimensional shapes in and around their world.

Discussing positions of everyday items (e.g. behind, on, under).

Investigating weight and length and time.

Creating patterns and building models.

Beginning to use mathematical vocabulary in discussions about real life maths that interests them.

Having completed their journey through our school, the children will be secondary ready towards the end of year 6 and will have had the opportunity to have enjoyed mastering:

 

Number

 

 

Geometry

 

Measure

 

Statistics

Working with numbers up to 10,000,000 in context:

 

Adding, subtracting, multiplying and dividing

 

Percentages, ratio, and proportion

Manipulating and calculating complex fractions and decimals up to 3dp.

 

Using simple algebraic formulae

Transforming shapes using four quadrants

 

Accurately drawing any given polygon

 

Calculating angles of polygons

Discussing and comparing polygons

 

Solving problems involving the calculation

and conversion of units of measure

 

Converting between miles and kilometres.

Investigating and calculating (using formula) perimeters, areas and volumes of polygons (2D shapes) and polyhedrons (3D shapes)

 

Drawing a range of charts to represent data

 

Interpret graphs and charts and use data to solve problems

Calculate and use, in context, the averages of data

The quick recall of multiplication and division facts (times tables) is essential for all children. The ability to recall these facts quickly enables children to answer related questions with ease.

It is therefore important that we approach the teaching and testing of times tables in a similar and progressive format from Year 2 to Year 6.

According to the new National Curriculum 2014 the expectation of times tables in each Year Group is as follows:

Year groupTimes Tables
EYFSBegin to explore skip counting.
Year 1Count in 2s, 5s and 10s.
Year 22, 5 and 10 times tables.
Year 33, 4 and 8 times tables.
Year 46, 7, 9, 11 and 12 times tables.
Year 5All times tables.
Year 6All times tables.

 

The White Rose Maths scheme follows a distinctive three part structure which Teachers follow:

Concrete – putting the maths topics into context with real life situations and scenarios

(this may include videos on maths in use in the wider world or the teacher and children talking about issues and situations to which, they may have personal links or guest speakers.)

Pictorial – helping the children to visualise the maths in a huge variety of ways.

(This could include using manipulatives – bright, tangible resources created to present maths concepts visually, working outside in the environment, teachers and children’s illustrations and drawings)

Abstract – consolidation and practice of the techniques and skills, in order to apply the concept to real life situations and problems.

The teachers firmly believe in and promote through their teaching the aims of the national curriculum for 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 is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. 

 

The White Rose Maths scheme follows a blocked approach which gives pupils extended periods of time to work on mathematical concepts and embed their learning. This is with a view to developing deeper understanding in all pupils and encouraging them to achieve mastery. It also ensures continuity of teaching and learning through the school.

Below is the long term plan for across the school. This shows you the progression of subjects through the terms and year groups. Please note: This is a rough guide to when each Mathematical concept will be taught, but some concepts can take longer to get through than others. 

Here at Sir Henry Fermor we participate in the NSPCC Number Day which is a yearly event and the children surround themselves with a day entirely dedicated to Maths!

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