Sholing Junior School

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National Curriculum 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.



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.


Information and communication technology (ICT)

Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used.


Spoken language

The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.


At Sholing, we encourage children to develop maths skills that enable them to explore and solve problems encountered in the outside world. Our maths curriculum teaches and develops a logical approach to solving problems and develops mental strategies.


We believe that every child has a right to these skills and through a range of activities, we aim to provide them with a ‘tool box’ that they can apply when solving ‘real life’ problems. Children are encouraged to select the strategy or ‘tool’ that will help them to tackle the problem in the most efficient and accurate way.


Regular workshops for parents are used to share these strategies and support the learning of maths at home. Children explore the key concepts of Number, Measurement, Geometry and Statistics.


The majority of maths taught at Sholing is done through a daily maths lesson, however maths is linked to all National Curriculum areas in some way.

By making links between these areas and encouraging children to apply their maths skills and develop reasoning, we aim to ensure that they are confident and enthusiastic in their approach to maths learning.

In Year 6 and want to learn how to multiply fractions? Listen to Murf and see if you can teach yourself!

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Murf's back and this time he's dividing fractions! Can you teach yourself how to do it?

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