The Mathematics Department aims to enable pupils:

  1. to develop their mathematical knowledge and oral, written and practical skills in a way which encourages confidence and provides satisfaction and enjoyment.
  2. to read mathematics, and write and talk about the subject in a variety of ways.
  3. to develop a feel for numbers, carry out calculations, understand that the results are reasonable, and understand the significance of the results obtained.
  4. to apply mathematics in everyday situations and develop an understanding of the part which mathematics plays in the world around them.
  5. to solve problems, present the solutions clearly, check and interpret the results.
  6. to develop an understanding of mathematical principles.
  7. to recognise when and how a situation may be presented mathematically, identify and interpret relevant factors and, where necessary select an appropriate mathematical method to solve the problem, perhaps from a variety of strategies.
  8. to use mathematics as a means of communication with emphasis on the use of clear expression.
  9. to develop an ability to apply mathematics in other subjects, particularly science and technology.
  10. to develop the abilities to reason logically, to classify, to generalise and to prove.
  11. to appreciate patterns and relationships in mathematics.
  12. to produce and appreciate imaginative and creative work arising from mathematical ideas.
  13. to develop their mathematical abilities by considering problems and conducting individual and cooperative enquiry and experiment, including extended pieces of work of a practical and investigative kind.
  14. to appreciate the interdependence of different branches of mathematics.
  15. to acquire a foundation appropriate to further study of mathematics and other discipline.

Mathematical experiences in the school:

  1. will be designed to meet the individual needs of the children.
  2. will use real-life situations both inside and outside the classroom, so that the children realise the practical implications of a particular skill or concept.
  3. will involve a process of enquiry and experiment with the first-hand experience being the starting point for any learning.
  4. will consolidate, develop and build on previous mathematical learning.
  5. will lead to clear development of mathematical thinking.
  6. will consist of a balance of individual, group and whole class work.
  7. will use books, apparatus, real-life stimuli, calculators and computers.

Assessment Objectives

Pupils should be able:

  1. to recall, apply and interpret mathematical knowledge in the context of everyday situations.
  2. to set out mathematical work, including the solution of problems, in a logical and clear form using symbols and terminology.
  3. to organise, interpret and present information accurately in written, tabular, graphical and diagrammatic forms.
  4. to perform calculation by suitable methods.
  5. to use an electronic calculator in the year 6 and above (or where appropriate).
  6. to understand systems of measurement in everyday use and make use of them in the solutions of problems.
  7. to estimate, approximate and work to degrees of accuracy appropriate to the context.
  8. to use mathematical and other instruments to measure and to draw to an acceptable degree of accuracy.
  9. to recognise patterns and structures in a variety of situations, and form generalisations.
  10. to interpret, transform and make appropriate use of mathematical statements expressed in words or symbols.
  11. to recognise and use spatial relationships in two and three dimensions, particularly in solving problems.
  12. to analyse a problem, select a suitable strategy and apply an appropriate technique to obtain its solution. (eg Draw a picture, make a chart, trial and error methods).
  13. to apply combinations of mathematical skills and techniques in problem solving.
  14. to make logical deductions from given mathematical data.
  15. to respond to a problem relating to a relatively unstructured situation by translating it into an appropriately structured form.