PURPOSE OF STUDY

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Aims

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. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

CURRICULUM MAPS

Autumn 1

Number and place value.

Autumn 2

Addition + Subtraction

Assessment

Test + Work on these topics.
Test is stage appropriate

Autumn 1

Number and place value.

Autumn 2

Addition + Subtraction

Assessment

Test + Work on these topics.
Test is stage appropriate

Autumn 1

Fractions, Decimals, Percentages Integers, Powers,

Autumn 2

Number Revisions

Assessment

Level appropriate test and work on these topics

Autumn 1

Fractions, Decimals, Percentages Integers, Powers,

Autumn 2

Number Revisions, Roots

Assessment

TA based on work in these topics

Spring 1/2

Number and Plane Value x ÷ by 10,100,1000, negative numbers, rounding X and ÷ + / - Measures
Fractions – including decimals and percentages
Geometry – 3-D shapes + nets angles rectangles and polygons

Assessment

assessment 3 and 4 as per sow

Spring 1

Number + Place Value
Statistics mean – line graphs
Number + Calculation x ÷ Measurement
Geometry – properties of shapes including triangle geometry

Spring 2

Fractions
Ratio and proportion
Algebra
Geometry - transformations

Assessment

Assessment 3 and 4

Spring 1/2

Handling data, place value and calculations, Algebra – sequences, functions and graphs
Transformations (rotations, reflection, enlargement)
Algebra – Equations and formulae

Assessment

QCA 8 paper, non condensed QCA 7 paper

Spring 1

Probability Equations, formulae and graphs
Graphs and sequences
Coordinates, measures including speed
Transformations

Spring 2

Integers, Powers, Roots
Ratio and proportion
Geometrical reasoning including lines, angles and shapes

Assessment

Assessment 3

Summer 1

Handling data, Solving problems (ratio and proportion), number and measures, algebra (sequences, functions, graphs), Shape Space and measure (transformations)

Summer 2

Handling data, probability, equations, formulae and graphs, Geometrical reasoning including transformations

Assessment

Number properties 2
Area
Volume
Problem solving in context

Summer 1

Handling data, Solving problems (ratio and proportion), number and measures, algebra (sequences, functions, graphs), Shape Space and measure (transformations)

Summer 2

Handling data, probability, equations, formulae and graphs, Geometrical reasoning including transformations

Assessment

Number properties 2
Area
Volume
Problem solving in context

Summer 1

Handling data, Solving problems (ratio and proportion), number and measures, algebra (sequences, functions, graphs), Shape Space and measure (transformations)

Summer 2

Handling data, probability, equations, formulae and graphs, Geometrical reasoning including transformations

Assessment

Number properties 2
Area
Volume
Problem solving in context

Summer 1

Handling data, Solving problems (ratio and proportion), number and measures, algebra (sequences, functions, graphs), Shape Space and measure (transformations)

Summer 2

Handling data, probability, equations, formulae and graphs, Geometrical reasoning including transformations

Assessment

Number properties 2
Area
Volume
Problem solving in context

Guidance on Mathematics Objectives and Methods

VGMS Calculation Policy

Download (PPTX, 1.26MB)

Exemplification of NC Objectives

Your child will be working on a specific stage or stages of the National Curriculum, according to the maths set they have been placed in (For example: in Year 5 most pupils will be working on material from Stage 4 and Stage 5; in Year 6 they will mostly work from Stages 5 and 6). Below are a full list of objectives within each stage, alongside examples of the types of questions relevant to each objective. NB: KS3 objective exemplifications (Stage 7 and beyond) will be available at a later date.
STAGE 1
STAGE 2
STAGE 3
STAGE 4
STAGE 5
STAGE 6

Help with KS2 SATs

Below are some practice materials which you might find helpful for supporting your child at home during their SATs year:
Arithmetic Practice A
Arithmetic Practice B
Arithmetic Practice C
Arithmetic Practice D
Arithmetic targeted practice A
Arithmetic targeted practice B
Arithmetic targeted practice C
Arithmetic targeted practice D

Instructional Videos

Some videos demonstrating common calculation methods and some key ideas. (Note: the formal written methods outlined in our Calculation Policy (above) are the definitive methods used in VGMS mathematics. There may be some minor differences in methods in some of the videos below since they are sourced from other locations and teachers.

Column Addition (Stage 1)

Column Addition (Stage 2)

Column Subtraction (Stage 1)

Column Subtraction (Stage 2)

Column Subtraction (Stage 3)

Multiplication - Grid Method

Long Multiplication

Multiplying by 10, 100, 1000

Short Division

Short Division (remainders)

Short Division (decimal rem.)

Percentage of an Amount

Fractions of an Amount

BEDMAS - Order of Operations

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