Maths
Curriculum Intent (Vision)
At Manor Field Junior School, we aim to promote a love of maths to enable our pupils to become motivated, resilient and confident mathematicians who can use their skills to solve a range of problems. As mathematics is a tool for life, we believe that our children learn best when Maths is taught through a practical approach with real-life scenarios, where learning opportunities are carefully planned to meet the needs of our pupils, so that they are motivated by – and engaged in – their learning. Our intention is to prepare our children, not only for high school, but for the maths that they will encounter in their future daily lives.
Our aim is for children at Manor Field to:
- Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
- Solve problems by applying their mathematical skills to a variety of problems, including unfamiliar contexts and real-life scenarios;
- Reason mathematically by following a line of enquiry develop justification or proof using mathematical language.
At Manor Field Junior School, we use a mastery and CPA approach to develop the children’s conceptual understanding. Throughout our mathematics curriculum, there is a balance between fluency, reasoning and problem solving. A focus is plac
ed on the development of mathematical language, and using worked examples, the children are given opportunities to talk about the strategies, concepts and skills being modelled.
Implementation of the curriculum
The maths national curriculum is delivered using the Hampshire Schemes of Learning. This is a spiral curriculum, linked to the National Curriculum which revisit learning, deepening understanding every time a domain is revisited. Staff are required to adapt these plans to meet the needs of their cohorts and to ensure that there is full coverage of the curriculum, including fluency, reasoning and problem solving.
The use of manipulatives allows us to use models and images to enable the progression from concrete to pictorial and then to abstract. Children use these resources from year 3 to year 6, and they are available for children to use independently when needed during every lesson. Other resources are selected to support the Hampshire Schemes in order to expose children to a wide variety of representations, ensuring that children are skilled at making their own jottings, including bar models. Teachers follow the school’s agreed progression documents for written and mental calculations.
By using worked examples during a learning episode (I do, we do, you do), teachers model the correct mathematical vocabulary with the expectation that the children will use it independently when talking about their maths learning. This vocabulary is displayed on the maths working wall alongside modelled examples of the learning. Fluency is developed, from Year 3 to 6, by daily revision of key number facts linked to the Unit plans from the Hampshire Scheme. Every maths lesson incorporates counting linked to the year group curriculum objectives, and if appropriate overlearning of previous objectives. We value the importance of times table recall by having a school ‘Times Table Belt Challenge’. As children progress, they achieve a certificate for their colour belt, and at the highest-level children continue to be challenged, by allowing them to compete against each other and the Headteacher. Doodle Tables is also used alongside to support the children’s acquisition of times tables knowledge.
We recognise the range of differing abilities among our children and provide suitable learning opportunities that allow all children, wherever possible to be exposed to maths objectives relevant to their year group. Lessons are carefully planned using AfL, with learning tasks scaffolded to support children in accessing the curriculum, and provide appropriate challenge to learners working at a greater depth. Where possible, feedback is given to the children at the point of learning and they respond to teacher feedback using purple pen. Within books, there is a range of self, peer and teacher marking. Misconceptions are addressed promptly and challenges are used to deepen understand. Throughout lessons, children are encouraged to work collaboratively to discuss their thoughts, ideas and methods, with a partner, group or adult.
Staff subject knowledge is continually developed through regular CPD, provided by the subject leader, the Hampshire Maths team and external courses, and allows us to deliver the intentions of our maths curriculum. We strive to create an environment where staff feel able to ask questions, seek advice and request further training where need to confidently deliver the maths curriculum.
Impact of our curriculum
Supported by our broad and balanced curriculum, Manor Field children are resilient in their approach to mathematics and are proud of what they have achieved. They understand the relevance and importance of what they are learning in relation to real world concepts. Children know that maths is a vital skill that they will rely on in many areas of their daily life. Children have a positive view of maths, which is encouraged through an environment where maths is promoted as being an exciting and enjoyable subject where they can investigate, problem solve and ask questions. They are aware of the challenges they may face in maths and know that it is okay to make mistakes as part of a learning journey as this can strengthen their understanding as they find an answer.
Children are confident to ‘have a go’ and by immersing them in mathematical language through the use of working walls allows them to become more confident in understanding reasoning questions as a whole, particularly those they will face throughout the education journey. Experiencing a range of problems and reasoning questions will enable our children to identify the steps they need to do in order to be successful. They are able to use a range of strategies and representations to solve these problems.
Calculations Progression Document
We have created a 'Calculations Progression Document' to ensure we have clear progression through the calculations used in all four areas. This is also a helpful resource to support parents at home.