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Broughton Junior School

Maths

Mathematics

 

A high-quality mathematics education 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.

 

In their learning, we aim to inspire all children to reach their full academic potential. In mathematics this means ensuring a curriculum which aims to ensure that all pupils:

 

  • 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.

 

Although the maths curriculum is organised into distinct strands, pupils are encouraged to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Wherever possible, they should also apply their mathematical knowledge to science and other subjects.

 

Pupils at Broughton Junior School will take part in lessons focused around teaching maths with a 'Mastery Curriculum' approach. Elements of 'Shanghai Maths', 'Maths, No Problem!', 'White Rose' and various other teaching ideas will form the bulk of the curricular content with the end goal being for all learners to have a sound and secure knowledge of basic mathematical processes. Low Threshold - High Ceiling tasks will provide all learners with opportunities to challenge themselves, with mathematical justification and reasoning inspiring and demonstrating a deeper understanding of a concept.

 

We also use a wide range of classroom resources and manipulatives to assist learners see maths in a concrete - pictorial and then abstract way.

 

Lower Key Stage 2

 

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations. It is expected that children will have a secure understanding of place value, number bonds and times tables by the end of Year 4. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

 

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value.  They should also be able to draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. They should use measuring instruments with accuracy and make connections between measure and number.

 

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.

 

Upper Key Stage 2

 

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers and numbers with up to 3 decimal places. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

 

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. Pupils can verbalise reasons for their choice of methods, outlining efficient ways of manipulating number to assist with mental calculations. With this foundation in arithmetic, pupils are introduced to the language of algebra and the order of operations as a means for solving a variety of problems. Their knowledge of number is consolidated and extended in geometry and measures and pupils also learn the vocabulary needed to describe and classify shapes with increasingly complex properties.

 

Pupils will be able to fully explain their methodology when solving problems, describing links and finding patterns as they work.

 

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. Accurate recall of times tables (up to 12 x 12) should continue and these number facts are applied in problem solving contexts.

National Curriculum Expected Framework

Year Group Expectations for New Mathematics Curriculum 2014

 

The Strands in the New Mathematics Curriulcum include: Number and Place Value, Addition and Subtraction, Multiplication and Division, Fractions, Decimals, Percentages, Ratio & Proportion, Statistics, Geometery and Measurement.

 

Documents detailing Progression through year groups, including KS1, can be found below: 

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