At Telford Junior School, our teaching and learning aims are drawn straight from the National Curriculum (2014). We follow the curriculum expectations and values.
Mathematics is a creative and highly inter-connected discipline that has been
developed over centuries, providing the solution to some of history’s most intriguing
problems. It is essential to everyday life, critical to science, technology and
engineering, and necessary for financial literacy and most forms of employment.
A high-quality mathematics education therefore 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.
(National Curriculum 2014)
Children's learning in mathematics should enable them to:
• develop a positive attitude towards mathematics
• become aware of relationships and patterns that exist in mathematics
• gain a firm basis of knowledge and skills in order that they can work flexibly and think clearly
• develop a range of strategies with which to solve mental calculations
• develop appropriate strategies with which to solve mathematical problems, in particular, numerical problems involving money or measures
• gather and interpret numerical information in graphs, tables and charts
• have the ability and confidence to use the language of mathematics to talk about their work and to express mathematical ideas clearly
• appreciate the relevance of mathematics in their daily lives and to use and apply their knowledge and skills effectively across a range of subjects
• work independently and with others
The school’s programme of study for mathematics will be based on the National Curriculum for Mathematics 2014. This provides detailed guidance for the teaching of Mathematics under the areas of:
A Numeracy lesson is time-tabled each day for all classes within the school. This session is usually 45 - 60 minutes long and will include a balance of oral work, mental calculation work; teaching input and pupil activities. Plenaries will be used throughout the session to assess progress and develop children’s thinking.
Children are generally taught by their own class teacher in mixed ability classes. Intervention groups may be used to help specific groups of children to progress as they should.
Over the key stage children will experience the following:
• a range of task defined, task specific and open-ended activities
• consolidation of facts and skills
• opportunities to discuss their mathematics
• practical activities involving the use of mathematical apparatus
• investigative work
• problem-solving activities
• playing mathematical games
• use of Computing
• use and application of skills in a range of contexts and across subjects
Formative assessment is used by teachers and teaching assistants on a daily basis to evaluate pupils’ knowledge and understanding in order to identify, plan and teach the next steps needed.
Teachers track the progress of children by assessing them against layered termly objectives taken from the 2014 National Curriculum.
Children are encouraged to reflect on their own learning during, and at the end, of the lesson by referring to the Learning Intention and Steps to Success.
During their time in the junior school the children will learn different written methods in their maths lessons.
Here is a leaflet containing how these written methods develop.
We would like to share with you some maths resources which will hopefully be useful to you. They can help explain some of the vocabulary the children are expected to use.