Primary National Curriculum 2014: Mathematics
‘The National Curriculum 2014 for Mathematics aims to ensure that all children:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that children have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
- 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 at Hollington
At Hollington our intent is to bring learning to life, ensuring all children 'Think Big', having high aspirations and show resilience and determination, making them responsible citizens who are able to reason and problem solve in all areas of their lives. Mathematics is a core subject, with all children receiving knowledge-rich daily lessons in line with the academy's maths mastery approach.
As part of our bespoke curriculum design, measurement and statistics are woven into the number curriculum. This enables our pupils to apply their mathematical knowledge to different contexts as well as experience connections across mathematics and thus a deepen their understanding. Our mathematics programmes of study for each year group are informed by the text book series Maths No Problem which provides a coherent and progressive sequence of learning experiences. Each lesson follows a structure that makes use of a context first to develop conceptual understanding through reasoning and problem solving. This leads on to developing fluency through intelligent practice informed by the White Rose schemes of learning.
It is our aim that our children are able to move fluently between representations of mathematical concepts. As well as developing fluency in mental and written calculations, mathematical concepts will be taught to develop depth of understanding through the use of multiple representations. We want children to develop secure knowledge of reasoning and problem solving within mathematics, so that they are able to make connections and apply this knowledge across the wider curriculum, as well as in the real world.
The impact of this will be that, by the end of each key stage, pupils will be able to understand and apply mathematical knowledge, concepts and procedures appropriately for their age that have been taught within the programme of study. Each Overall, our pupils will develop detailed knowledge in mathematics and, as a result, achieve well, allowing them to 'Think Big!' and preparing them for the next stage in their education.
Click on one of the following to access the mathematics curriculum overview for each year group.
Mathematics Progressive Knowledge Overviews
Ready to Progress Criteria
Why are we using the Ready to Progress Criteria?
In June 2020 the Department for Education published non-statutory guidance for schools to support them in prioritising their mathematics curriculum, particularly in response to the pandemic.
The purpose of the guidance is to:
- bring greater coherence to the national curriculum by exposing core concepts in the national curriculum and demonstrating progression from year 1 to year 6
- summarise the most important knowledge and understanding within each year group and important connections between these mathematical topics.
At Hollington, we recognise that our pupils need secure number knowledge in order to grasp other aspects of the mathematics curriculum. Therefore, our curriculum is guided by the DfE’s non-statutory guidance where number is prioritised and statistics, measurement and geometry are integrated wherever possible into the number curriculum.
Hollington Primary Academy's Calculation Policy
The aim of our Calculation Policy is to ensure all children leave Hollington Primary Academy with a secure understanding of the four operations and can confidently use both written and mental calculation strategies in a range of contexts, while adhering to the requirements of the National Curriculum 2014 for the teaching and learning of Mathematics.
This progressive policy states the required mental strategies, while detailing the multiple representations that can be used to teach each key concept, culminating in the written procedures that the children will use as they progress in their understanding of the four operations.
Finally, it is essential that the strategies in this policy are being taught through mathematical problems and activities that are contextualised, relevant and rich in key mathematical vocabulary.