Mathematics

Maths School Policy

Calculation Policy

Intent

 The intention of the maths curriculum at St Paul’s Junior School is that children are taught to become competent and independent mathematicians. The ‘mastery approach’ to teaching maths is the underlying principle of Mathematics Mastery. Instead of learning mathematical procedures by rote, we want pupils to build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations.  We will provide the children with the necessary resources to allow all children to access the curriculum and encourage them to use this where appropriate to explain their logic and reasoning. Following the recent changes in light of COVID-19, we have ensured that pupils are diagnostically assessed to identify potential gaps in their understanding. This information is used to inform planning and interventions that are required.

Implementation

 At St Paul’s Junior School, we recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. We follow the White Rose schemes of learning as they have adapted their schemes of work to consolidate and revisit any maths objectives from the 2019/20 academic year that were taught remotely during the lockdown months. Our planning is complemented with other resources (NCETM, Classroom Secrets, Deepening Understanding and I See Maths etc.) to ensure fluency and mastery.

We use three key principles to deepen pupils’ understanding:

  1. Conceptual understanding
  2. Language and communication
  3. Mathematical thinking

Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking. We endeavour to make each lesson incorporate the outdoors and link this to real life contexts or their current topic. In this way lessons will be active and engaging.

Impact

 As a result of our Maths teaching at St Paul's you will see:

  • Engaged children who are all challenged.
  • Confident children who can all talk about Maths and their learning and the links between Mathematical topics.
  • Lessons that use a variety of resources to support learning.
  • Different representations of mathematical concepts.
  • Learning that is tracked and monitored to ensure all children make good progress.

Curriculum

Mathematics National Curriculum

 

Times Tables Rock Stars

 

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55 Club Resources

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PDF icon99 club (a)       PDF icon99 club (b)        PDF icon99 club (c)       PDF icon99 club (decimals)

PDF icon100 club (a)     PDF icon100 club (b)      PDF icon100 club (c)     PDF icon100 club (d)

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