At Guillemont Junior School, we deliver a rich and engaging curriculum which provides the children with a variety of different learning opportunities. The intent of our mathematics curriculum is to provide children with a curriculum that is accessible to all and will maximise the development of every child’s ability and academic achievement. We deliver lessons that are creative and engaging. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We intend for our pupils to be able to apply their mathematical knowledge to other foundation subjects. As our pupils progress, we intend for our pupils to be able to understand the world, have the ability to reason mathematically, have an appreciation of the beauty and power of mathematics and curiosity about the subject.
Our curriculum is frequently reviewed to ensure that is it current and effective and teachers are supported and aided in their teaching of mathematics through appropriate high quality professional development ensuring confidence in the skills and knowledge that they are required to teach. We continually strive to build upon the excellent understanding of the expectations of the curriculum that our staff have. All staff are encouraged to raise questions, seek support and request further training if needed in order to ensure everyone is confident in what they teach.
Good practice is always shared between staff and all CPD is used to inform teaching and learning across school. Resources and equipment are audited regularly so that children have materials of high quality and accuracy to support their learning. Our resources allow us to better use models and images to support learning in each area and enable the progression from concrete to pictorial to abstract. Children are familiar with these resources and can access them independently where needed.
Curriculum maps are based on HIAS scheme of learning yearly overviews which set the curriculum out in a cyclical rotation enabling the children to revisit and build upon their prior knowledge throughout the year. Alongside the HIAS materials, we use many other resources to ensure that our offer is rich and varied. This is to allow children to be exposed to a variety of different types of learning and to ensure coverage of fluency, problem solving and reasoning in different formats. Teachers also implement the schools agreed calculation policies for progression in written and mental calculations. Assessments are used informally where appropriate along with termly assessments which help teachers to gather an understanding of their pupil’s existing and developing knowledge and skills.
Correct mathematical vocabulary is used by all teachers and this is discussed with and explained to children who are then encouraged to use it independently when talking about maths. Vocabulary is displayed clearly on working walls and is referred to in every lesson. Timetabled interventions for maths are in place for children with SEND; all other children receive regular group support as part of their maths lessons with further support for individuals or small groups where a need is identified.
Fluency is developed through repeating, reinforcing and revising key skills through our daily 5-a-days. Children are given time to practice and perfect their calculation strategies including giving pupils the opportunity to make appropriate decisions when estimating, calculating and evaluating the effectiveness of their chosen methods.
Feedback is given in a variety of ways to ensure pupils are well informed and making visible progress. Discussion is essential to learning and children are encouraged to discuss their thoughts, ideas and methods with a partner, group or the teacher.
Task types are varied to suit different pupils and their learning preferences; developing reasoning remains one of our key focuses. Investigative tasks are designed to allow pupils to follow lines of enquiry and develop their own ideas, justifying and proving their answers. Children work both collaboratively and independently when solving problems which require them to persevere and develop resilience.
At Guillemont, children will meet the aims of the National Curriculum, becoming adept in their fluency, mathematical reasoning and problem solving. They will access a high-quality mathematics education which 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.
