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Chater Junior School




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 have refined the Herts Essential Maths scheme to ensure that content and skills are sequenced to enable clear progression in line with age related expectations. Additionally, subject matter is regularly revisited to allow links with prior learning to be made, encouraging pupils’ retention of knowledge in their long term memory. 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


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:

  • - Create a long term map for the term to show what topics are being covered in the order that they are being taught and to show where consolidation weeks are.
  • - 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.
  • - Use consolidation week to secure understanding and address any misconceptions.

 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:

  • - Assess which pupils have met the Learning Objectives and note which pupils need further consolidation.
  • - Revise plans to assess the current needs of the children.

Throughout the year, teachers will also:

  • - Use retrieval practice at the end of every lesson to support pupils with their fluency and ability to retain prior learning.
  • - 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.
  • - “Times Table Rockstars” is used as homework to help support pupils’s rapid recall of times tables.


Mathematics Written Methods


 What will this look like?

Through pupil voice we will see:

  • - Pupils express how thy 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 discuss how they have shown resilience during lessons and turned their mistakes in to successes.

Through learning walks we will see:

  • - Teachers using the modelling approach of I do, We do, You do.
  • - Pupils use mathematical resources to support their understanding of concepts.
  • - Pupils will tackle mathematical problems confidently without the fear of making mistakes.
  • - 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 allow all pupils to make progress.