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St Benedict's Catholic Primary School

Encouraging Faithfulness, Courage and Respect

John 10:10 "I have come so that you may have life and have it to the full.""All will be well and all manner of things will be well.""The future belongs to those who believe in the beauty of their dreams." Eleanor Roosevelt"For I know the plans I have for you, declares the LORD, plans for welfare and not for evil, to give you a future and a hope." Jeremiah 29:11 "At the heart of our faith is one truth: God loves you." Pope Francis“We must be the change we wish to see in the world.” Mohandas Gandhi

Mathematics

Mathematics Long term Planning and Calculation Policies

Name
 WRM Curriculum Overview.pdfDownload
 White Rose Progression Map.pdfDownload
 Maths Policy Updated 2019.pdfDownload
 EYFS Calculation Policy.pdfDownload
 St. Benedict's KS1 Calculation Policy.pdfDownload
 St. Benedict's LKS2 Calculation Policy.pdfDownload
 St. Benedict's UKS2 Calculation Policy.pdfDownload
 Long Term Plan Progression 2020 2021.Maths Vocab.pdfDownload
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We are delighted to share with you a new initiative we have developed to support our children in the learning of the key arithmetic skills they need to be successful mathematicians. This initiative is ‘Maths Passports’. The concept, originally developed by Ray Mayher, supports children in their rapid recall of key mental mathematical facts, for example times tables. Children will receive a passport which contains the key mental arithmetic skills for each year group. Each year group corresponds with a continent and the children will ‘travel’ across their continent during the year, learning new skills in a fun and exciting way.

Photographs of the children enjoy our Maths Passports Lunch Day in April

Here you can find further information about Maths Passports including a copy of the child's passport.

Name
 Maths Passport Launch Letter April 21.pdfDownload
 Maths Passport Booklet 2021.pubDownload
 Maths Passport Overview 2020-21.pdfDownload
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Following our return to school on 8th March 2021, classes have focused on ensuring children have developed the key mathematical concepts to ensure they are ready to move on in their learning. We are using the NCETM 'Ready to Progress' objectives to structure learning this term.

Name
 NCETM Ready to Progress Summary Document.pdfDownload
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As part of our recovery curriculum we are using the DfE guidance with support from Power Maths and White Rose Maths to ensure strong coverage of key concepts in each Year Group.

Name
 Maths_guidance_introduction.pdfDownload
 Maths_guidance_year_1.pdfDownload
 Maths_guidance_year_2.pdfDownload
 Maths_guidance_year_3.pdfDownload
 Maths_guidance_year_4.pdfDownload
 Maths_guidance_year_5.pdfDownload
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Mathematics in EYFS:

The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas.

The most relevant statements for mathematics are taken from the following areas of learning:

  • Communication and Language
  • Mathematics

Mathematical Vocabulary

Three and Four-Year-Olds

Communication and Language

•    Use a wider range of vocabulary.

•    Understand ‘why’ questions, like: “why do you think the caterpillar is so fat?”

Reception

Communication and Language

•    Learn new vocabulary.

•    Use new vocabulary throughout the day.

ELG

Communication and Language

Speaking

•    Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.

 

Number and Place Value

Counting

Three and Four-Year-Olds

Mathematics

•    Recite numbers past 5.

•    Say one number name for each item in order: 1, 2, 3, 4, 5.

•    Know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’).

Reception

Mathematics

•    Count objects, actions and sounds.

•    Count beyond ten.

ELG

Mathematics

Numerical Patterns

•    Verbally count beyond 20, recognising the pattern of the counting system.

Identifying, Representing and Estimating Numbers

Three and Four-Year-Olds

Mathematics

•    Fast recognition of up to 3 objects, without having to count them individually (‘subitising’).

•    Show ‘finger numbers’ up to 5.

•    Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5.

•    Experiment with their own symbols and marks as well as numerals.

Reception

Mathematics

•    Subitise.

•    Link the number symbol (numeral) with its cardinal number value.

 

ELG

Mathematics

Number

•    Subitise (recognising quantities without counting) up to 5.

Reading and Writing Numbers

Three and Four-Year-Olds

Mathematics

•    Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5.

•    Experiment with their own symbols and marks as well as numerals.

Reception

Mathematics

•    Link the number symbol (numeral) with its cardinal number value.

Compare and Order Numbers

Three and Four-Year-Olds

Mathematics

•    Compare quantities using language: ‘more than’, ‘fewer than’.

Reception

Mathematics

•    Compare numbers.

ELG

Mathematics

Numerical Patterns

•    Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.

Understanding Place Value

Reception

Mathematics

•    Understand the ‘one more than/one less than’ relationship between consecutive numbers.

•    Explore the composition of numbers to 10.

ELG

Mathematics

Number

•    Have a deep understanding of numbers to 10, including the composition of each number.

Solve Problems

Three and Four-Year-Olds

Mathematics

•    Solve real world mathematical problems with numbers up to 5.

 

Addition and Subtraction

Mental Calculations

Reception

Mathematics

•    Automatically recall number bonds for numbers 0-10.

ELG

Mathematics

Number

•    Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Solve Problems

ELG

Mathematics

Numerical Patterns

•    Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed evenly.

Reception

Mathematics

•    Subitise.

•    Link the number symbol (numeral) with its cardinal number value.

 

Measurement

Describe, Measure, Compare and Solve (All Strands)

Three and Four-Year-Olds

Mathematics

•    Make comparisons between objects relating to size, length, weight and capacity.

Reception

Mathematics

•    Compare length, weight and capacity.

 

 

Telling the Time

Three and Four-Year-Olds

Mathematics

•    Begin to describe a sequence of events, real or fictional, using words, such as ‘first’, ‘then…’

 

Properties of Shapes

Recognise 2D and 3D Shapes and their Properties

Three and Four-Year-Olds

Mathematics

•    Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language: ‘sides’, ‘corners’, ‘straight’, ‘flat’, ‘round’.

•    Select shapes appropriately: flat surfaces for a building, a triangular pattern for a roof, etc.

•    Combine shapes to make new ones – an arch, a bigger triangle, etc.

Reception

Mathematics

•    Select, rotate and manipulate shapes in order to develop spatial reasoning skills.

Compare and Classify Shapes

Reception

Mathematics

•    Compose and decompose shapes so that children can recognise a shape can have other shapes within it, just as numbers can.

 

Position and Direction

Position, Direction and Movement

Three and Four-Year-Olds

Mathematics

•    Understand position through words alone – for example, “The bag is under the table,” – with no pointing.

•    Describe a familiar route.

•    Discuss routes and locations, using words like ‘in front of’ and ‘behind’.

Reception

Understanding the World

•    Draw information from a simple map.

Patterns

Three and Four-Year-Olds

Mathematics

•    Talk about and identify the patterns around them. For example, stripes on clothes, designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’, etc.

•    Extend and create ABAB patterns – stick, leaf, stick, leaf.

•    Notice and correct an error in a repeating pattern.

Reception

Mathematics

•    Continue, copy and create repeating patterns.

 

Statistics

Record, Present and Interpret Data

Three and Four-Year-Olds

Mathematics

•    Experiment with their own symbols and marks, as well as numerals.