Golcar Junior Infant And Nursery School

Manor Road, Huddersfield, West Yorkshire HD7 4QE | Tel:

01484 652954

Mathematics

Pure mathematics is, in its way, the poetry of logical ideas.’

 

Albert Einstein

Intent 

Why is it important to learn maths?

Maths is an essential skill that enables us to live an independent life. It teaches us how to make sense of the world around us, whether it be: calculating the total amount of money we need to purchase items or budgeting, knowing what time to meet a connecting train or weighing precise amounts of ingredients when following a recipe. Maths prepares us to solve real life problems, using reasoning skills learnt at school.

What does Maths look like at Golcar JIN School?

It is our intent at Golcar for all our children to be provided with the essential tools, which will allow them to have a deeper understanding of Mathematical concepts. Developing problem solving and reasoning skills is an important thread that runs through our Maths lessons. Children are challenged to explain their reasoning, develop their oracy skills and become solution-focused. Learnt skills in maths are applied across the wider curriculum, enabling children to cement information into their long-term memory. Mathematical knowledge will be delivered, explored and revisited. Children will be taught to develop resilience and self-confidence when applying these skills to their learning. The collaboration between learners and their class teacher will drive the learning and develop interpersonal skills. Vocabulary used in lessons will maximise progress and nurture learning opportunities for our pupils. We aim to encourage all our children to achieve their full potential and have high aspirations in maths.

How do we promote learning in Maths?

Times Tables Rock Star Tournaments across various school. My Money Week, Joint Displays and Aspirations Week.

 How do we teach maths?

The whole school follows the Big Maths CLIC method, which embraces the logical nature of maths, translating it into simple steps and progress drives. Progress becomes easy and fun for both children and teachers, giving all pupils the opportunity to achieve. This learning starts in Nursery through Little Big Maths and is built on each year, developing children’s love for maths through school.

Children acquire the basic skills of Mathematics (core numeracy) through the chronology of CLIC. When we look at core numeracy in more detail we see that it has a four stage process to it:

Counting children learn to count and to ‘count on’.

Learn Its children then short-cut this counting by recalling their ‘counting on’ as facts.

It’s Nothing New children then ‘swap the thing’ to realise that the counting fact, or ‘Learn It’, can be applied to any object, amount or unit of measure.

Calculation the previous 3 phases are combined to provide a calculation structure. Here children are taught the formal written methods for addition, subtraction, multiplication and division.

The CLIC is complemented with SAFE Maths (think shape, measure, fractions and data). This refers to a large amount of primary mathematics curriculum content. Virtually all of SAFE Maths is underpinned by a Core Numeracy element.

Shape 2D, 3D, Coordinates etc…

Amounts Measures for distance, mass, angles etc…

Fractions Fractions of amounts, percentages, ratio etc…

Explaining Data Graphs, probability…

The areas of SAFE maths are applied, where possible, through cross-curricular work, with a strong emphasis on practical activities. Children’s fluency in maths is studied weekly in lessons, through TTR and homework. Big maths challenges and big maths online include challenges are fast and fun and children access this frequently. 

 

The delivery of the objectives from the Big/ Little Big maths Scheme are taught using a mastery approach.


The key principles of the mastery approach to maths are:
• The use of physical resources to encourage a secure understanding of concepts.
• Giving children the opportunity to apply their skills in a variety of ways to develop fluency.
• All children working on the same concept: children are challenged to deepen their understanding of the concept rather than moving on to something new.

Implementation

Whole School Maths Overview 

Further Information 

For more information on Mastery Maths, please view the visual representations document below and read the parent guide:

Visual-Representations for maths lessons

Pearson-maths-mastery-parent-factsheet

 

Growth Mindset 

We use growth mindset language throughout school. In Maths lessons pupils are taught to overcome failures, persevere through challenges and to learn from mistakes. At the core of a mastery approach is the belief that everyone can achieve in mathematics. Having a growth mindset is therefore critical to achieving mastery – the two concepts go hand in hand

At our school, we refer to the learning pit which encourages pupils to have a growth mindset when faced with a challenge. Below is a poster which is displayed in classrooms. 

Calculation Policies

Please find our Big Maths and Mastery calculation policy below. These will give you examples of how areas in our maths lessons are taught. 

Name
 Big Maths addition.docxDownload
 Big Maths Division.docxDownload
 Big Maths Multiplication.docxDownload
 Big Maths Subtraction.docxDownload
 EYFS and KS1 mastery calculation policy.docxDownload
 Mastery calculation policy year 1-6.docxDownload
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Times tables Rock Stars (TTR)

Times tables Rock Stars (TTR) is accessible to children, both in class and at home, from year 2 upwards. Children are provided with a log in and should complete TTR challenges weekly. Year 3 and 4 should spend greater time using this device, to prepare children for the Times Table Check at the end of year 4. Children have opportunities to practise their times tables within maths lessons and at other points in the week.

Cultural Capital in Maths

‘It is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.’

Ofsted School Inspection Handbook 2019

Cultural Capital at Golcar is something we are passionate about throughout all subjects. Maths is a topic that lends itself well to real life situations as we use maths all the time throughout our lives. We have had a themed maths day recently, as part of Number day, to raise the profile of maths and to introduce them to mathematicians that have had an impact on our lives. We have inter school times tables competitions and also competitions within our trust. When we took part in Number Day, which helped to raise money for the NSPCC, children involved in fun maths activities and explored why maths is important, where we use it and how we can apply our learning in the real world.

On a regular basis, we look at real-life topics through our maths lessons, which enhances our children’s cultural capital such as: calculating with money, reading timetables, measuring and links with computing such as programming and pattern.

We also hold award certificates and update our 'Wall of Fame', to celebrate the amazing effort pupils put into learning their times tables. These certificates are not just aimed at the children who are highest achieving in maths, but are aimed at children who make progress from their own starting point, wherever this might be. 

Furthermore, we have and will be celebrating our annual Aspirations week and Careers day. In this week children explore possible careers based on their interests or goals they have for their future. This week helps them understand the impact their education has on their futures and we use our growth mindset approach to help drive children's aspirations, so they can achieve their long and short term dreams.