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Mudeford JuniorSchool

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Mudeford JuniorSchool

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Mathematics

Welcome to the Mathematics Curriculum page. 

 


 

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. 

 

Intent Statement

At Mudeford Junior School our curriculum intention for mathematics is for all children to become resilient and fluent mathematicians with an ability to reason mathematically and tackle problem solving confidently and securely. Fluency, reasoning and problem solving are embedded within our units of work across all year groups and children are supported in their learning by representing maths in different ways through the use of concrete, pictorial (including the bar model) and abstract to develop a deep conceptual and sustainable understanding of mathematics. Our curriculum maps are designed to include multiple exposure and consideration to key concepts in different contexts to ensure children ‘join the dots’ between learning. We use mistakes and misconceptions as an essential part of learning where children make rich connections across mathematical ideas and master the key concepts. Children are encouraged to use the correct mathematical vocabulary and use their reasoning skills when answering questions.

 

At Mudeford Junior School, we have high aspirations of all our children and we ensure that they move together through the learning in order to avoid gaps in understanding from forming. Long term gaps in learning are prevented through speedy teacher intervention and in addition to the daily mathematics lessons, children with gaps in their learning receive individual and small group pre-teaching and/or targeted intervention through Mathletics. Those children who grasp concepts more quickly are given opportunities to deepen their knowledge and improve their reasoning skills rather than accelerating on to new curriculum content. The most-able mathematicians in certain year groups are given the opportunity to participate in local mathematics challenge events and in the Upper Juniors the most-able mathematicians have opportunities to work with specialist maths teachers from our secondary feeder school.

 

All children in our school are entitled to a full, stimulating, engaging and well-structured curriculum, combined with the promotion of a positive attitude towards mathematics that will maximise the development of every child’s ability, academic achievement and self-confidence. Mathematics contributes to many subjects and opportunities will be identified across the wider curriculum (including our ‘Global and Community Weeks,’ financial education (MoneySense), PSHE, school trips and the children's dedicated food technology lessons) so that children can use and apply their mathematical skills and knowledge in real contexts and develop their understanding required for later life.

 

Our curriculum is designed to ensure that by the time our children leave Mudeford Junior School, they are able to understand the world in which they live, have an appreciation and continued curiosity of the beauty and power of mathematics, to think critically and communicate their understanding confidently using correct terminology, and have a sense of enjoyment and inquisitiveness about the subject.

The National Curriculum for Mathematics describes what must be taught in each key stage. Mudeford Junior School follows the Mathematical Programme of Study 2014 (Key Stage Two) which provides detailed guidance for the implementation of the National Curriculum for Mathematics. This ensures continuity and progression in the teaching of Mathematics.

 

 We aim for all pupils 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.
  • be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
  • reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
  • have an appreciation of number and number operations that enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics

 

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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 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.
 

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