Mathematics - Mr Newman and Mrs Jenner
The intention of the maths curriculum at Oldfield Park Junior School is that children are taught to become competent and independent mathematicians. The ‘mastery approach’ to teaching maths is the underlying principle of Mathematics Mastery. Instead of learning mathematical procedures by rote, we want pupils to build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations. We will provide the children with the necessary resources to allow all children to access the curriculum and encourage them to use this where appropriate to explain their logic and reasoning. Following the recent changes in light of COVID-19, we have ensured that pupils are diagnostically assessed to identify potential gaps in their understanding. This information is used to inform planning and interventions that are required.
At Oldfield Park Junior School, we recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. We follow the White Rose schemes of learning as they have adapted their schemes of work to consolidate and revisit any maths objectives from the 2019/20 academic year that were taught remotely during the lockdown months. Our planning is complemented with other resources (Abacus, Keen Kite and I See Maths etc.) to ensure fluency and mastery.
We use three key principles to deepen pupils’ understanding:
1. Conceptual understanding
2. Language and communication
3. Mathematical thinking
Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking. We endeavour to make each lesson incorporate the outdoors and link this to real life contexts or their current topic. In this way lessons will be active and engaging. At Oldfield Park Junior School we call this approach TOTEM (Talk, Outdoors, Topic, Engagement, Movement). This strategy is continued through the provision our newly developed homework programme; it promotes factual fluency and oral competency in key mathematical concepts across the Key Stage.
As part of a multi-academy trust we are fortunate to be able to call on the support of colleagues, other Maths leads and specialist teachers. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. Through moderation of planning, lessons, interventions and books, we can be sure that progress is made across all year groups. If progress is not being made, support is immediate and steps provided to ensure all pupils are set to achieve and make progress; this is particularly relevant at this point in time. Summative assessment takes place after each block of learning is taught however this will not be immediate; a delay of two weeks ensures levels of subject knowledge are retained. Children’s progress and attainment is discussed with senior leaders in pupil progress meetings. The teaching of mathematics is monitored by leaders through lesson observations and scrutiny of books.