![]() Information and communication technology (ICT)Ĭalculators should not be used as a substitute for good written and mental arithmetic. ![]() Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. They should also apply their mathematical knowledge to science and other subjects. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.
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