Mathematics

Intent

Our aim at Chater Junior School is to deliver a rich, balanced and progressive Maths curriculum where pupils learn how to reason, problem solve and develop fluent conceptual understanding in each area of study. Our curriculum enables pupils to make meaningful links with the world around them to ensure their understanding of the application of Maths to everyday life. We use the Herts Essential Maths scheme to ensure that content and skills are sequenced to enable clear progression in line with age related expectations. Additionally, pupils are able to rehearse mathematical concepts through daily fluency sessions. These sessions revisit prior learning and encourage pupils’ retention of knowledge. Pupils at Chater Junior School explore Maths through concrete resources, pictorials and abstract scenarios and throughout all Maths learning the teaching of correct mathematical vocabulary is a high priority.

Our aim is that pupils at Chater Junior School are confident mathematicians who view the subject with positivity.

Mathematics Curriculum Map

Implementation

At Chater Junior School, we ensure that our mathematics planning follows a clear progression of skills and ensures that there is full coverage of, ‘The National Curriculum programmes of study for Computing 2014’. The curriculum is adapted and extended to match all pupils’ needs and builds upon their prior knowledge and skills. Where possible, mathematics is linked to other subjects to support pupils in developing links between subject areas.

Before teaching each unit teachers will:

Use the HFL Essential long term maps to ensure full coverage of the National Curriculum.
Plan using supporting documents from the Hertfordshire for Learning Essential Mathematics scheme and adapt where necessary.
Refer to the school’s calculation policy to ensure mental Mathematics and written methods are modelled and taught in the correct way.

During each unit teachers will:

Ensure pupils have access to a range of manipulatives to support their learning.
Create scaffolds that allow pupils to access age related material.
Create opportunities for pupils use mathematics to reason.
Utilise speaking and writing frames to support all pupils and especially those with EAL.
Follow a Concrete, Pictorial, Abstract model where necessary.
Provide pupils with opportunities to make links to other curriculum areas wherever possible.

At the end of each unit pupils will:

Be able to discuss what they have learnt using tier 2 and 3 vocabulary.
Be able to demonstrate their understanding through answer questions and applying their understanding to other areas.
Be able to answer more complex word problems and rich reasoning questions.

After each unit teachers will:

Use the “buffer zones” to review pupils’ learning and ensure misconceptions have been addressed.
Throughout the unit, pupils will use formative assessment strategies to tailor lessons to meet all needs.

Throughout the year, teachers will also:

Use daily fluency sessions to enhance pupils’ efficiency, flexibility and accuracy.
Use starters at the beginning of every lesson to address any misconceptions from the previous day.
Use dual coding to support pupils’ understanding of new vocabulary.
Use formative assessment in the form of “live feedback” to ensure all pupils make progress every lesson.
“Times Table Rockstars” is used as homework to help support pupil’s rapid recall of times tables.

Mathematics Written Methods

Impact

What will this look like?

Through pupil voice we will see:

Pupils express how they answer different mathematical problems using key mathematical vocabulary
Pupils explain mental and written calculation and when they would use them.
Pupils explain their mental processes.
Pupils discussing how they have shown resilience during lessons and embracing mistakes as a step in the learning journey.

Through learning walks we will see:

Pupils delivery “live feedback” to all pupils throughout the lesson to ensure all pupils make progress.
Teachers using the modelling approach of I do, We do, You do.
Pupils using concrete mathematical resources to support their understanding.
Pupils approaching mathematical problems confidently and embracing mistakes as part of the learning journey.
Pupils discussing their learning and explain how it links to previous lessons.
Teachers using mathematical vocabulary to support pupil’s development of mathematical language.

In the pupil’s learning we will see:

A passion for Mathematics through the quality of work produced.
Opportunities to express themselves in written and mental methods.
Reasoning using the correct mathematical vocabulary.
Trial and error strategies to solve a problem.
Take pride in their learning and present work of a high standard.
Scaffolds that enable all pupils to make progress.