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Maths Curriculum Intent

At Markington Primary School we believe that Mathematics is a fundamental life skill and we are committed to ensuring that our pupils become confident and enthusiastic mathematicians.  We encourage children to develop ‘enquiring minds’ which ‘grow a love of learning’ and ‘our rich, creative curriculum’ provides opportunities to use maths in imaginative and cross-curricular ways.

It is a core subject and is taught daily in line with statutory guidance.

Through our teaching of maths we aim to:


  • To develop in each pupil a positive attitude towards Mathematics and an awareness of the fascinating and creative aspects of the subject as well as the importance of Mathematics in everyday modern life.
  • To provide pupils with the skills and motivation to solve problems in the areas of number, shapes, space, measures and data handling.
  • To enable pupils to develop the ability to identify a problem, select the most appropriate  mathematical strategies for a given task and choose equipment to check and evaluate their results.
  • To provide pupils with opportunities to develop logical thinking and to apply their knowledge in practical tasks.
  • To ensure pupils are provided with opportunities to use Mathematics and Numeracy in other areas of the curriculum and in real life.
  • To enable pupils to work independently and in co-operation with others.
  • To develop confidence in pupils ability in Mathematics and to encourage independence and perseverance.

Mathematics in the EYFS

Our Mathematics curriculum begins in the Early Years’ where our children are taught:

  • Beginning to familiarise themselves with the tens structure of the number system
  • Counting objects to 10 and beginning to count beyond 10  and counting out up to six objects from a larger group
  • Selecting the correct numeral to represent 1 to 5 then to 10 objects
  • Recognising some numerals of personal significance- Linking the number symbol (numeral) with its cardinal value
  • Talking about the routine of the day and using language like before and after
  • Using comparative language like ‘taller’ ‘shorter’ ‘the same’ Being more confident in identifying shapes in the environment , and recognising certain shapes that may be useful for certain tasks
  • Making more meaningful pictures, patterns and arrangements with shapes
  • Show a number of fingers together without counting
  • Beginning to use ‘teens’ to count beyond 10
  • Find one more or one fewer from a group of five objects and then ten objects and estimating how many objects they can see and checking by counting them
  • Using the language of ‘more’ and ‘fewer’ to compare two sets of objects Understanding that 5, 6, 7etc and all manipulations of the number Finding the total number of items in two groups by counting them all
  • Beginning to use the vocabulary of addition and subtraction including counting on and back
  • Understand addition up to 5 using all combinations, then 6 7 8 9
  • Automatically recall number bonds for numbers 0 to 10
  • Beginning to experiment with length, height and capacity
  • Beginning to compare length, weight and capacity
  • Identifying money and using money in play
  • Recalling the names of 2D and 3D shapes
  • Ordering and sorting according to simple properties
  • Using the language of direction when programming toys
  • Have a deep understanding of numbers to 10, including the composition of each number
  • Subitise up to 5
  • Automatically recall number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts (without reference to rhymes, counting or other aids)
  • Verbally count beyond 20 recognising the pattern of the counting system
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally
  • Use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities
  • Create and describe patterns
  • Explore characteristics of everyday objects and shapes use mathematical language to describe them Use money with increasing confidence

Our children are exposed to a range of mathematical questioning and thinking which are embed in learning through providing opportunities within our provision and revisiting prior learning and skills which will prepare them for KS1.

Long Term Curriculum Plans

End Points


Key Instant Recall Facts are known as KIRFs. These are the number facts which the children should aim to instantly know and apply when solving problems. The KIRFs for each year group are split into half terms. We will be working on these regularly in class. 

Soon to be added... videos of how you can help your children learn their KIRFs at home.

Maths in Class 1


Maths in Class 2

"Maths is fun and important for everyday life"  Y6

"Maths gives my brain a good workout" -  Y5

"Maths is challenge that we understand in the end"-  Y5

"Practise helps maths facts go into our long term memory"-  Y5

Maths in Year 6



All classes practise fluency as part of the daily maths lesson. This includes learning number bonds, times tables and number facts. This is revisited regularly and in a fun way to help us remember.


Problem Solving and Reasoning

We like to explore possibilities and explain our thinking with others. 



Using Our LEARNing Powers

LEARNing Powers

Maths Policy

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Calculation Policy

Calculation Policy - Click here

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