Here you will find information on how Mathematics is taught at Mudeford Junior School and the different strategies used. You can also find details on the different topics of the Mathematics Curriculum throughout the school.
We are continually aiming to raise the standards of achievement in Mudeford Junior School. All pupils in our school are entitled to a full, stimulating, and well-structured curriculum. There will be active participation in acquiring a range of mathematical skills, involving both individual and group work. Opportunities will also be identified across the curriculum so that the children can use their mathematical skills in context and develop their understanding required for later life.
The Primary Curriculum and the teaching of Mathematics at Mudeford Junior School:
'Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.'
'Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics. Pupils should be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work. Pupils should apply their geometric and algebraic understanding. They should also understand the cycle of collecting, presenting and analysing data. They should be taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.'
2014 Primary National Curriculum in England
The 2014 Primary Curriculum in England has bought about changes to the way Mathematics is taught at Mudeford Junior School. The curriculum started in September 2014 for all Year groups in the school except Year 6 - who started in 2015.
The national curriculum for mathematics aims to ensure that all children:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can 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.
The aims of the Curriculum in Years 3 and 4 is for pupils to become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. The aims of the Curriculum in Year 5 and 6 is that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
The curriculum has different topics. These have changed significantly from the last curriculum; these topics are: Number and Place Value, Number: Addition and Subtraction, Number: Multiplication and Division, Fractions, Decimals and Percentages, Measurement, Geometry: Properties of Shapes, Geometry: Position and Direction and lastly Statistics.
Therefore, due to the different expectations of children at each year stage and changes the new curriculum has bought about, a revised long term overview has been drawn up. This is called 'Mathematics Curriculum Map 2014' and can be viewed below. It was created to ensure that our pupils are given the opportunities to meet all the requirements of the new curriculum and gives a week-by-week overview of the coverage of learning in each year group.
In order for this to happen, the school has provided INSET training to support Teachers and Teaching Assistants in delivering these changes and this is ongoing. Training sessions have been led by Mr Goodlet (Numeracy Coordinator and Maths Specialist Teacher) and he has been working alongside Jennie Fellowes (Dorset Local Authority Education Advisor) to produce the Curriculum maps. Training and support for the new curriculum is ongoing.
In response to these changes the assessment of mathematics throughout the school is currently under review. The written and mental calculations progressions is also under review.
All pupils, regardless of race, gender and disability are entitled to a broad and enriching numeracy curriculum that caters for their individual needs. Activities are planned in such a way as to encourage full and active participation by all children irrespective of ability, ethnicity, gender, disability or background (for further information refer to the relevant school policies). All children have access to the full mathematics curriculum and are encouraged and expected to do their best. All efforts and achievements will be praised and rewarded through the school’s reward systems. Specific skills will be taught and practised during a designated hour of numeracy each day.
Work is differentiated where appropriate, to enable pupils to progress at their own level. Children with learning and behavioural difficulties will be supported in their learning by either the Special Needs Co-ordinator, Teaching Assistants, or from outside educational agencies.
The use of ICT continues to flourish in Mathematics. Weekly lesson plans incorporate the extensive range of ICT resources that the school possesses, including links to those found on the Internet. These interactive and engaging resources ensure that all learning styles and needs are catered for within the curriculum.