Maths teachers, from across the school, sat down for a morning’s reflection on what Maths education should be, from 4 – 18, at School 21.
 Broadly, by the end of Yr4 students should be broadly numerate, comfortable with place value and any number.
 By the end of Yr6 they should be equipped with all the practical numeracy they are likely to need to use in their lives.
 Secondary maths, therefore, is broadly about enlarging brains for the sake of it, rather than teaching practical applications of maths. This shift could be the cause of the change in attitudes that students have about maths – from unadulterated joy in Yr3 to dread in Yr8.
Year 
Content 
Process 
R 
Familiarity with basic number 
Exploration and play 
1 
1 – 100, add and subtract 
Concrete and visual strategies 
2 
1 – 100, add and subtract 
Concrete and visual strategies 
3 
1 – 10,000, multiply and divide 
Efficient methods of tackling twostep problems 
4 
1 – ∞, multiply and divide 
Efficient methods of tackling twostep problems 
5 
Fractions, decimals, negatives 
Introduction to formal problemsolving toolkit 
6 
Fractions, decimals, negatives 
Introduction to formal problemsolving toolkit 
7 
Summary of number 
Relight the fire after SATS Problemsolving in more complex scenarios Move from concrete –> visual –> abstract 
8 
Links to outside maths (through projects) Focus on the hand – crafting beautiful products 
Answering the question “Why study maths?) 
9 
Links within maths Understanding algebra deeply

Being comfortable with using technology to graph, to analyse data on spreadsheets 
10 

Clarity of communication Independent work Sophisticated open Problems 
11 

A GCSE is an example of beautiful and deep understanding 
12 
Understanding infinity, limits, calculus… 
Proof, rigour The Modelling cycle Technology 
13 

Lifelong learners of Mathematics 