Maths
Our maths curriculum follows the published materials of Maths No Problem.
At Rose Green Junior School, we deliver a mathematics curriculum that provides for everyday life helping to develop an understanding of the world and aid financial literacy. Our aim is for children to develop a deep understanding of the mathematical concepts they are introduced to, where they can reason, solve problems and work fluently.
We strive to create a sense of enjoyment and curiosity about mathematics and use the structural approach of ‘Maths No Problem’ to ensure that knowledge becomes deeply embedded.
The Maths No Problem curriculum supports a mastery approach to teaching and learning mathematics, and meets the higher expectations of the National Curriculum. This text-book based approach follows a Concrete-Pictorial-Abstract approach, resulting in a more in-depth understanding of each area taught.
We expect pupils to become fluent in the fundamentals of mathematics so that they develop conceptual understanding. Children have a daily arithmetic session as part of their maths lesson to support this. Having the ability to recall and apply knowledge rapidly and accurately means children are able to solve problems and reason by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts. Mathematical conversation is encouraged, ensuring children enrich their understanding and vocabulary, equipping them with the language to think and reason mathematically. In this approach, children will develop the ability to articulate, discuss and explain their thinking confidently.
Our Maths No Problem Mastery curriculum has three core aims:
- to enable pupils to become fluent in the fundamentals of mathematics, 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
- to develop reasoning mathematically, by following a line of enquiry, conjecturing relationships and making generalisations [developing an argument, justification or proof and using mathematical language]
- to be able to 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
These aims are delivered through a coherent journey of small steps, leading to a deep understanding and mastery of the subject.
A Maths lesson at Rose Green Junior School
The Maths No Problem lesson follows a set structure containing four main aspects:
Explore
Master
Guided practice
Independent Practice
The daily lesson contains a ‘break’ element during which quick, formative assessments of the children’s understanding are made. In this, the teachers identify any children not fully understanding the concept being taught. In the final part of the lesson, the teachers then work with a focus group to provide rapid and appropriate intervention so that these children progress with their peers, developing their confidence and iron out any misconceptions. This is known as ‘Same Day Intervention’ and has ensured a higher level of understanding amongst all children.
Manipulatives and the Concrete-Pictorial-Abstract (CPA) Approach
We believe it is vital for children to have hands on experience to support them with new mathematical concepts and develop deep conceptual understanding. Concrete resources and manipulatives are used throughout our maths teaching and all children in the school have access to them in every lesson. The concrete–pictorial–abstract (CPA) approach is central to our teaching and carefully-considered and constructed representations and images are used to support children’s learning.
Problem Solving
Problem solving is at the heart of our approach. The programme builds on the development of skills by ensuring that children are able to apply their learning to increasingly sophisticated problems. We believe that through this approach children develop the deep conceptual understanding, which we aim for. One of the key heuristics used to support children’s problem solving is bar modelling. Bar modelling is an integral part of our teaching and learning in mathematics throughout the school with the aim of children being able to confidently and independently use bar modelling to solve challenging problems by the time they reach Year 6.
We teach children to be confident when they have made mistakes with their maths and always look to use these for learning opportunities. It is important that children develop positive attitudes and interests in mathematics, so that they are happy to spot patterns and ‘have a go’. Teaching with Maths No Problem resources enable us to do this.
Times Tables
Knowing and having fluency in your times tables is crucial for developing strong mathematical skills and problem solving abilities. It forms the foundation for more complex mathematical concepts, improves mental math skills including number sense and enhances overall confidence in mathematics.
Therefore, understanding, learning and remembering Times Tables is a very important part of our curriculum.
Whilst in Year 4, children complete the national ‘Multiplication Tables Check’ (MTC) set by the government. In this, children are assessed to determine whether they can recall their Times Tables with fluency and accuracy.