Wheatfields Junior

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Maths

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. 

(National Curriculum 2014)

Intent of the Maths curriculum at Wheatfields Junior School

 At Wheatfields we believe Mathematics is a life skill and has a practical application in all areas of our lives.  It is an essential method of communication both in everyday situations and in the world of work.  Our intent for teaching and learning in Maths is to create a positive, supportive and collaborative classroom environment where children feel confident to try things, get ‘stuck’, discuss, ask questions, make choices, take risks and challenge themselves, without limits.  We aim to develop children’s mathematical thinking through a variety of relevant, engaging and practical activities including problem solving, games, investigations and real-life maths.  We aim to nurture our children to develop as independent mathematicians with mathematical confidence and mathematical capability that they can apply in the real world and instil an overall love of and curiosity about Maths.  

At Wheatfields, we have developed a mastery approach in Mathematics whereby all children develop a deep understanding of the mathematics they are learning. We continually aim to build solid foundations in mathematical understanding and raise the standards of achievement of all pupils.    Our mastery approach in Mathematics at Wheatfields encompasses a belief that all pupils are capable of understanding Maths and are given sufficient time to do so.  We keep the class working together on the same topic ensuring all achieve mastery whilst some gain greater depth of proficiency and understanding.  We believe in providing challenge that goes deeper rather than accelerating into new content and fluency is developed through strong conceptual understanding (use of manipulatives, regular fluency sessions, strategy exploration and explanation) 

Our calculation policy is in line with HfL ESSENTIAL Maths and outlines the pathway to the required written formal calculation methods as outlined in the National Curriculum (2014). It links the key concrete experiences with pictorial and abstract representations (CPA). This supports pupils to move with confidence and deep conceptual understanding through each strand of calculation.

Calculation Policy

 

Implementation  - What does maths look like at Wheatfields Junior School

  • All classes are taught in daily maths sessions.
  • Teachers use Herts for Learning ESSENTIAL Maths planning tool alongside White Rose Hub to support planning the maths curriculum.  The sequences are written as a spiral curriculum in which learning is in small steps to build on previous knowledge and lead to generalisations sequence by sequence and year on year.  It is aspirational and ensures progression and coverage.
  • Destination questions are used to exemplify the range and pitch of examples children should be able to answer by the end of a sequence.  
  • Lessons include a blend of direct teaching and  guided practice before children apply their mathematical learning to their tasks.
  • Our mastery approach places great emphasis on the use of manipulatives throughout all stages of learning. Manipulatives, pictorials and models are used to introduce concepts and then support throughout the learning sequence as children develop their conceptual understanding (concrete, pictorial, abstract).  
  • Reasoning, explanation and justification is promoted through use of stem sentences and speaking frames, rich tasks which are open-ended, low threshold high ceiling activities and investigations.   Children are encouraged to explain their thinking, as well as use written and pictorial explanations. 
  • Teachers follow the CPA approach to move from mental to written calculations in line with the calculation policy.
  • We want pupils to work mentally whenever possible and develop their ‘number sense’.  Three Fluency Sessions a week outside of the Maths lessons allow opportunity for children to revisit and embed mathematical concepts across the curriculum in order to move learning into their long-term memory.
  • Multiplication tables are taught and practised regularly in class and at home.  Times Tables Rock Stars is used to support and develop children’s speed and accuracy in recalling times tables and related facts.
  • A working wall in each classroom displays current vocabulary and strategies as well as sharing and celebrating children’s learning.

By the end of KS2 our children will:

  • be fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, and will have developed conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language 
  • solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

By providing a high-quality mathematics education our pupils will be well prepared to access the requirements of Key Stage 3, with a good foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

What our pupils say about Maths at Wheatfields

Our lessons are always challenging and push us to the limits! 

It's really fun! Even when it is difficult, our teacher helps us by giving us strategies, which then help to make it easier.

The maths game workshop was exciting! I enjoyed sharing games with my mum and my friends. 

We use resources a lot - they help us to understand maths more and see it. 

What our parents / carers said about our Maths Parent Workshop

The maths parent workshop had a very clear presentation and it's useful to know the language used in school. 

I'm an older mum and have found it hard to support my child sometimes.  I now understand maths a lot better.

I found the language of maths very interesting and I'm sure it will be extremely helpful when supporting my child at home.

Parent Workshop

Below are the presentations from the Maths Parent Workshops.  These explain and demonstrate within the presentation how Maths (addition and subtraction then division and multiplication) is being taught to your children throughout the school. The progression documents outline what is taught in each year group. Please be reminded that we now teach a mastery curriculum and therefore do not move beyond the child's year group but instead present questions in a range of ways and contexts. It is also important to note that all learning uses a CPA approach - beginning with manipulatives/resources and pictorial representations before moving onto the abstract concepts.

Slides will be available soon

Other key documents

 

Fluency progression

Maths Year 3

Maths Year 4

Maths Year 5

Maths Year 6