Mathematics
Our curriculum aims to develop positive and confident mathematicians through:
- mastering number fluency
- being taught the skills to problem solve
- develop reasoning skills to enable them to discuss and evaluate different mathematical concepts
- make links to real-life situations
One Page Summary
Our one page summary document provides an overview of how we teach mathematics at Ryarsh Primary School. It is based on our overall curriculum intent statement (which can be viewed by clicking here).
If you would like a copy of our one page summary in word format, please email Mr Childs (Headteacher): daniel.childs@ryarsh.kent.sch.uk.
Curriculum Progression Document
Our curriculum progression document is based on our overall curriculum intent statement and details the powerful mathematical knowledge and skills that we aim to teach our children, and the sequence in which they are taught.
The knowledge and skills stated are based on key mathematical concepts that we aim to teach our children from when they begin school in reception to when they leave school at the end of year 6. These mathematical concepts are revisited and 'spiral' over time so that children form a deep understanding within and between various maths units.
As part of our ongoing evaluations, our curriculum progression documents are continuously strengthened. Below is a copy of our most recent version. They will be updated on our website periodically.
maths curriculum progression 2022 2023.pdf
Multiplication Tables Progression
At Ryarsh Primary School, our aim is that each child can recall and apply the range of multiplication tables, up to 12x12, fluently by the time of their assessment at the end of Year Four. Fluency in times tables can mean a freeing up of space in working memory to approach more complex mathematical ideas and tasks, and is a crucial step on the journey to automaticity of calculation. This knowledge, however, is built on more than just the fluency and speed of recall. We believe that children should be given the opportunity to go beyond just recalling and reciting their tables; they should have the understanding of the patterns within those tables, the experience of exploring this knowledge using concrete, pictorial and abstract learning methods, and the awareness of the related links between multiplication facts and their division equivalents, as well as related larger number or decimal equations created using shifting powers of ten.
For further information on our multiplication tables curriculum, please read the progression document below:
multiplication progression 23 24.pdf
If you would like a copy of our curriculum progression document in word format, please email Mr Childs (Headteacher): daniel.childs@ryarsh.kent.sch.uk.
