Maths at IVJS
Maths at Iver Village Junior School is an essential aspect of our curriculum. We aim to ensure our maths teaching inspires a love for learning and equips all pupils with the necessary knowledge, skills and understanding to succeed in the next steps of their education as well as life beyond school. Through careful curriculum planning and the identification of opportunities to apply their skills and knowledge, pupils develop an appreciation of the importance of maths within our day to day life. Our maths curriculum is designed to support pupils in discovering key concepts, developing fluency with numbers and using and applying their learning to a range of problems. We take a ‘small steps’ approach which aims to build understanding logically across lessons as well as between year groups. With an emphasis on pupil’s fluency, we aim to ensure all pupils are confident learners in maths and have the necessary knowledge at their disposal in order to reduce the cognitive load when using and applying their understanding. We aim to instil in our pupils the importance of the mathematical process over the answers. All pupils are encouraged to respond to questions in full sentences and give a justification for their answer. At IVJS we firmly believe that all pupils can achieve in maths, through effective differentiation teachers support all pupils to develop their skills and understanding, at a level appropriate and personal to them.
We are using The White Rose Schemes of Learning, PiXL, Testbase and Key Stage exemplars to ensure lessons are pitched correctly and have an element of challenge for all pupils.
There are three main aims in the curriculum for Maths. They are: Fluency, Reasoning and Problem solving.
Fluency
Pupils become fluent in using the fundamentals of mathematics in a variety of situations and problems. They are taught to make links between numbers and use this knowledge to assist them in tackling more complex calculations over time. Mental Oral starters at the beginning of each Maths lesson ensure that pupils practise the ability to recall and apply their knowledge rapidly and accurately. We understand that in order for pupils to become fluent in the fundamentals of Maths, they need to have a secure knowledge of their multiplication tables. Within the new curriculum, the expectations for times tables have changed.
By the end of year 3, pupils should be able to recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
By the end of year 4, pupils should be able to recall and use multiplication and division facts for all multiplication tables up to 12 x 12.
Whilst we teach and practise multiplication tables during Maths lessons, it is also extremely important that your child practises their multiplication and related division facts regularly at home. They are linked to so many parts of Maths, that without a firm knowledge and understanding of them, pupils may struggle to access the primary curriculum for Maths. They can do this using resources provided by IVJS such as: Cracking Times Tables and Times Table Mastery League templates.
Reasoning
We teach pupils to be able to use their knowledge and apply it to a variety of contexts, encouraging them to explain their answers fully to ensure they have really understood the process. In order for them to do this, a big emphasis is put on the learning of the correct mathematical vocabulary (e.g. wow word of the day). Pupils are encouraged to articulate their thoughts, and justify and prove their answers using the correct vocabulary.
Problem Solving
Pupils use the number and calculation skills they have learnt to solve a range of problems in different contexts such as: money, measures and time. They are taught to tackle the problem in a methodical way in order to reach the answer. We expose our pupils to practical puzzles as well where they work with their peers to come to a solution.
We are using The White Rose Schemes of Learning, PiXL, Testbase and Key Stage exemplars to ensure lessons are pitched correctly and have an element of challenge for all pupils.
There are three main aims in the curriculum for Maths. They are: Fluency, Reasoning and Problem solving.
Fluency
Pupils become fluent in using the fundamentals of mathematics in a variety of situations and problems. They are taught to make links between numbers and use this knowledge to assist them in tackling more complex calculations over time. Mental Oral starters at the beginning of each Maths lesson ensure that pupils practise the ability to recall and apply their knowledge rapidly and accurately. We understand that in order for pupils to become fluent in the fundamentals of Maths, they need to have a secure knowledge of their multiplication tables. Within the new curriculum, the expectations for times tables have changed.
By the end of year 3, pupils should be able to recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
By the end of year 4, pupils should be able to recall and use multiplication and division facts for all multiplication tables up to 12 x 12.
Whilst we teach and practise multiplication tables during Maths lessons, it is also extremely important that your child practises their multiplication and related division facts regularly at home. They are linked to so many parts of Maths, that without a firm knowledge and understanding of them, pupils may struggle to access the primary curriculum for Maths. They can do this using resources provided by IVJS such as: Cracking Times Tables and Times Table Mastery League templates.
Reasoning
We teach pupils to be able to use their knowledge and apply it to a variety of contexts, encouraging them to explain their answers fully to ensure they have really understood the process. In order for them to do this, a big emphasis is put on the learning of the correct mathematical vocabulary (e.g. wow word of the day). Pupils are encouraged to articulate their thoughts, and justify and prove their answers using the correct vocabulary.
Problem Solving
Pupils use the number and calculation skills they have learnt to solve a range of problems in different contexts such as: money, measures and time. They are taught to tackle the problem in a methodical way in order to reach the answer. We expose our pupils to practical puzzles as well where they work with their peers to come to a solution.
