Park Avenue, Sheffield, South Yorkshire S25 2QZ

01909 550779

Anston Park Junior School

Maths

Subject Leader: Mrs Corbiere

 

The national curriculum for mathematics 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 develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • 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

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

(National Curriculum 2014)

 

At Anston Park Junior School we aim to inspire all children to reach their true potential. In Mathematics this means ensuring a curriculum that is fully inclusive for all children which enables them to:

 

  • Develops children’s knowledge and understanding of mathematical concepts whilst enabling them to practice and hone skills and methods;
  • Enables them to think critically and communicate their understanding;
  • Gives them opportunities to apply learnt mathematical skills in different contexts across the curriculum where appropriate.
  • Provides opportunities to develop problem solving and reasoning skills useful for maths/across the curriculum. 

Calculation Policy

The calculation policy has been produced to ensure that there is progression in the four methods and enable children to be prepared for High School. Children will be taught age appropriate methods, linked to the Calculation Policy below. Although we aim for all children to be at the same stage by the time they leave Anston Park, some children may be working at different stages depending on their mathematical capabilities.

Below is a parent friendly overview of the methods your child will be taught in school. Again, this is a working document and will be refined and reviewed at the end of each academic year.

Here is a copy of the national curriculum for maths so that you can see what your child will be expected to know by the end of each year group.

Key Mathematical Vocabulary

Here is a list of key vocabulary  for each year group.

How do we teach maths?

Over the last few years, the school has made changes in the way we teach maths.

Arithmetic

One of the ways in which we have changed maths is that we have introduced an arithmetic part to the maths lesson. This is aimed at improving the basic skills of pupils and improving their rapid recall of number facts by applying a range of mental strategies to help. The children learn a strategy throughout the week based on their gaps. The teacher models the strategy, the children complete a range of questions and then the teacher checks that they can apply/ recall it by asking quick fire questions. The children understand the importance of these sessions and know that they help them with their maths lessons. On the Friday, a review session is completed by the children to enable them to rehearse skills they have learnt from the week and during the previous weeks to ensure they consolidate strategies and recall facts confidently and fluently (Retrieval Practice). This will allow facts and strategies to be recalled automatically to reduce the cognitive load. 

Times Tables

As a school, we value the importance of children learning their times tables and related division facts. These facts help the children to unlock many other areas of maths learning for example ratio and area. Also, it allows children to focus on the strategy needed for problem solving or reasoning as they no longer have to think about recalling the basic fluency facts. 

In school, we focus on teaching the children specific tables and strategies to enable them to recall their tables and division facts rapidly. Class Teachers teach the tables for three days and then children are given 3 minutes to complete 60 questions linked to a times table/s they are working on for the last two days of the week. The challenge is to complete the sheet as quickly as they can gain the coveted Rock Hero status. You can help your child by encouraging them to play at home on the website on the Garage section as they can practise the times table they are working on in school. In school competitions take place termly, where classes take on other classes in school to become the Times Table Champions.

Below is an example of the way the TTRockstars are presented. The children need to try and beat their time each week. The ultimate aim is to answer all of the questions in less than 1 minute. 

Click on the image below to go to the TTRockstars website. Children will have their usernames and passwords within the first week of school. 

Maths Lessons

The school are continuing to develop a mastery approach to the teaching of maths. This involves the children being exposed to teaching that develops a deep understanding of mathematical concepts through the use of practical apparatus and uses visual representations to support them (CPA model of teaching). The children are encouraged to think deeply about concepts and make connections which are guided by the teachers. The learning is interlinked across the learning journey and they see the concepts in a variety of contexts (conceptual variation) which enable children to 'master' their mathematical thinking. Where differentiation is needed, the children are given learning that will meet their needs or enabling prompts will be given to support them when accessing the task.  Every lesson will have a challenge question that provides a deepening activity for the children so it can provoke deeper thinking or encourage them to apply their learning. We are encouraging children to challenge themselves within lessons as we feel that it is important for children to get things wrong in order to learn from their mistakes. 

 

The children are taught the following blocks of learning:

Place Value,

Addition and Subtraction skills,

Multiplication and Division skills,

Fractions

Geometry,

Measurement,

Algebra (Y6 only)

Throughout their time in school, the skills that they are taught progress and they continually revisit and consolidate to ensure the concepts stay in their Long Term Memory.

Parent Support

White Rose have produced a series of home videos to support your child in each aspect of the maths curriculum. They are very visual and use the CPA model of teaching. They will talk through the strategies we use in school and model the way problems can be approached. Simply click on the link below and then click on the year group of your child. Look for area of Maths you are looking for support with and click on the link. 

Home Learning | White Rose Maths

Here are some videos to support parents in the way we teach maths. White Rose, which is the scheme of learning we use in school. have produced a range of videos to support parents in the way we teach maths in school as this has changed a lot in the last few years.

 

Over the last year and for the new academic year (due to Covid-19), we have been working on providing children with more problem solving/reasoning activities in their learning as this encourages them to apply their learning across a range of contexts. It also encourages the children to reason with number which is a key driver in the maths curriculum. The children are also encouraged to explain how they have calculated the answers to some questions as this also encourages the children to further deepen their understanding.

Children are encouraged to correct their mathematical errors using a green pen. The green pen shows the teacher that the children have responded to their marking and corrected the errors they have made. Sometimes prompts will be given to aid the corrections, they may be pulled together into a group if children have similar misconceptions or the children may simply have made errors in their calculations so they can put it right independently. If children have no corrections to complete or they finish their corrections, they complete the marking slip that has a deepening activity to move their learning forward. The children complete their green pen edits before the next maths lesson eg at the start of the day or at the start of the maths lesson.

Y4 Multiplication Tables Check

In the National Curriculum in 2014, it is expected that Y4 children know all of their times tables/related division facts up to 12 by 12. School works each day in all year groups on developing the rapid recall of their times tables to ensure they can recall all with speed. This will be checked through the MTC (Multiplication Tables Check) in June.

 

Multiplication Tables Check (MTC)

The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided.

 

Here’s what you need to know:

  1. The checks will be compulsory in 2022 so current Y4s will be the first cohort to do them officially. 
  2. They will be completed in June, within a three week-long window,
  3. The results of the test are not published publicly, they’re not going to end up on a league table and they’re not to worry about. There’s no pass or fail, there’s just a score out of 25 marks. They’re not to be used to compare children, they’re for us to reflect on so that we can evaluate our teaching approaches.
  4. The checks consist of 25 questions. The questions will only be multiplication and they will go up to 12×12. There’s nothing novel about the questions and they don’t require problem solving so there’s nothing to trip them up. They simply display as 12 x 3 =___.
  5. The checks are all about remembering the multiplication facts. That doesn’t mean we’ll forget all about the concepts, patterns, structures and relationships in multiplication. We’re going to be learning those too, partly because they go hand in hand with excellent recall. 
  6. The check normally takes about 5 minutes to complete on an Ipad.
  7. Tests in themselves don’t cause anxiety. It’s the perceived cost of not doing well. For that reason, we will actively downplay the checks with the pupils.

The Soundcheck section of the TTRockstars website is a very useful tool to use to rehearse what the test is going to be like as it shows the children the speed of the test. Please be aware that you may need to invert the keyboard on the settings to ensure that it matches how it is displayed on the MTC as otherwise children can become flustered when they see a different key pad on the day.

We know our children will see it as a challenge and will strive to do their best and achieve their true potential.