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We will be running parent/carer calculation workshops soon; dates will be announced in the newsletter.

Maths at Downs Junior School and how you can help

There is a strong emphasis on problem solving in our maths curriculum – we want children to become fluent mathematicians and to be able to use numbers flexibly. In addition to children needing to truly understand the maths they do, it is essential they have quick recall of number facts. It would be beneficial if children practise these facts at home (adding and subtracting mentally; times tables; finding pairs of numbers that total 10, 100, 1000; doubling and halving etc.) Other ways of helping at home include playing card games, allowing children to work out how much money they will need to buy something, reading train timetables, and just having those real conversations where maths is needed in everyday life!

Our mental strategies and calculation policy can be found and downloaded at the bottom of this page  If you are unsure of how to support your child or what they are working on in class, please speak to your child's teacher.


What will be taught

The new mathematics programmes of study (2014) will be introduced in years 3, 4 and 5 from September 2014. The Primary National Strategy for mathematics (1999) will continue to be taught to year 6 for the academic year 2014-15.

From September 2015, all year groups will be taught the new mathematics programmes of study.

Below, you can find what children in each year group will be taught by the end of the academic year.

Please also refer to our maths policy document for further information about maths at Downs.


The new maths curriculum aims

The national curriculum for mathematics aims to ensure that all pupils:

  • become 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 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.

These aims are central to our maths curriculum.

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