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Purpose of study

Maths at Camelot will produce individuals who are literate, creative, independent, inquisitive, enquiring and confident by:

  • Setting work that is challenging, inspiring and motivating, helping them to develop a positive and enthusiastic attitude towards maths.
  • Providing opportunities to develop and extend maths skills through group, paired and independent work, and whole class teaching in a stimulating environment with a range of resources so that all pupils can develop to their full potential.
  • Ensuring that children have opportunities to apply maths in a real context, developing their problem solving skills, logical reasoning and the ability to think in abstract ways, expressing their thought processes and ideas through talk.


The new curriculum 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 all pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • 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 problems down into a series of simpler steps and persevering in seeking solutions

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.


The focus in KS 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involved working with numerals, words and the four operations, including with practical resources. Pupils should also develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary.

Teaching should also involve a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of Year 2 pupils should know the number bonds to 20 and be precise in using and understanding place value.

Pupils should read and spell mathematical vocabulary at a level consistent with their increasing word reading and spelling knowledge at KS 1.


Key Stage 1

The focus in upper KS2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. Pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation.

Pupils are introduced to the language of algebra as a means of solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of Year 6 pupils should be fluent in written methods for all four operations including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

Lower Key Stage 2

The focus in lower KS2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. Pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value.

Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.

By the end of Year 4 children should have memorised their multiplication tables up to and include the 12 multiplication table and show precision and fluency in their work.

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.


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