The standards expected of students in mathematics has changed dramatically since the introduction of the new National Curriculum in 2016. At Rogate, we aim to have a consistent approach to the teaching of calculation methods (please see our calculation policy below) and a common language of reasoning across the school.
We ensure that pupils are given opportunities to not only solve problems but also discuss their thinking and explore different ways of solving the same problem. We also include practical activities in our maths lessons in order to ensure engagement in the lessons.
Maths in Early Years
In Early Years, we teach the basic building blocks of mathematical understanding. Below are the Key Objectives that Reception children will work on over their first year at Rogate CE Primary School. The Early Learning Goals are the Key Indicators at the end of the Reception year for whether a child has achieved GLD (Good Level of Development) or not.
- Recognise some numerals of personal significance.
- Recognises numerals 1 to 5.
- Counts up to three or four objects by saying one number name for each item.
- Counts actions or objects which cannot be moved.
- Counts objects to 10, & beginning to count beyond 10.
- Counts out up to six objects from a larger group.
- Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
- Counts an irregular arrangement of up to ten objects.
- Estimates how many objects& checks by counting them.
- Uses the language of ‘more’ & ‘fewer’ to compare two sets of objects.
- Finds the total number of items in two groups by counting all of them.
- Says the number that is one more than a given number.
- Finds one more or one less from a group of up to five objects, then ten objects.
- In practical activities and discussion, beginning to use the vocabulary involved in adding & subtracting.
- Records, using marks that they can interpret and explain.
- Begins to identify own mathematical problems based on own interests & fascinations.
Early Learning Goal : Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities & objects, they add &
subtract two single‐digit numbers & count on or back to find the answer. They solve problems,
including doubling, halving & sharing.
Shape, space and measures
- Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, & mathematical terms to describe shapes.
- Selects a particular named shape.
- Can describe their relative position such as ‘behind’ or ‘next to’.
- Orders two or three items by length or height.
- Orders two items by weight or capacity.
- Uses familiar objects & common shapes to create & recreate patterns & build models.
- Uses everyday language related to time.
- Beginning to use everyday language related to money.
- Orders & sequences familiar events
- Measures short periods of time in simple ways.
Early Learning Goal :Children use everyday language to talk aboutsize, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create & describe patterns. They explore characteristics of everyday objects & shapes & use mathematical language to describe them.
Maths in KS1 and KS2
Following their time in Early Years, children will move onto the National Curriculum objectives which are appropriate for their year group, unless it is felt that they need to consolidate their understanding of earlier building blocks before moving on.
As they move through the school, pupils will be expected to use more formalised methods; become more adept at manipulating number; use well reasoned explanations for their working and apply their knowledge to a wide variety of contexts.
Please find below:
- The KS1 and KS2 Programmes of Study for Mathematics from the National Curriculum.
- 2016 KS2 Sample Test Papers
- Rogate Calculation Policy