Horsehead Lane, Bolsover, Derbyshire, S44 6XH.
We are a member of Derby Diocesan Academy Trust - Registered Company number 9442311.

01246 822324

info@bolsover-jun.derbyshire.sch.uk

Bolsover Church of England Junior School

Every Child Counts, Every Moment Matters.

 

Maths

It's in everything!

 

"Mathematics is not about numbers, equations, computations or algorithms: it is about understanding”

(William Paul Thurston)

Subject Intent

At Bolsover we foster positive attitudes, interest and excitement of discovery through understanding the teaching and learning of mathematical concepts using Power Maths scheme of work. We aim for our children to recognise themselves as Mathematicians through a persevering mind set and recognise maths is an integral part of the world.  We aim for our pupils to use and understand mathematical language and recognise its importance as a language for communication and thinking. 

Maths lessons provide the opportunity for children to use concrete and pictorial resources to represent a concept or practise a newly taught skill.  Classroom environments support this as each classroom has their own maths resource area. Children are encouraged, independently, to make use of these resources to support their learning. 

 

Subject co-ordinator

The subject co-coordinator for maths in school is Mr Dan Williams, who can be contacted on 01246 822324, or via our school email at info@bolsover-jun.derbyshire.sch.uk. Our maths nominated governor is Mrs Pamela Hall who can be contacted via the same contacts above. 

The National Curriculum for Mathematics aims ensure that all pupils:

Lower KS2:

To ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value.  This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. 

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 x 12 and show precision and fluency in their work.

 

Upper KS2:

Teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

 

Across KS2 children are encouraged to reason and problem solve within all areas of maths taught.

 

You can find the full programme of study for maths by clicking here.

 

At Bolsover we follow Power Maths scheme of work, more information can be found here.

 

 

What do we cover across school in Maths?

 

Subject Overview by year group

(Click the year group to be taken to each year group overview of learning from Power Maths)

Year 3

Year 4

Year 5

Year 6

Assessment in Maths

Assessment of pupil progress in maths aims to assist pupils in understanding their own progress, aid teachers with their planning, as well as informing the school’s monitoring of progression and attainment. Therefore, children will have opportunities to  assess their work in accordance with the school’s policy for self-assessment as they would do for any other written work. This will accompany teachers' assessment through observations, marking and feedback, highlighted in the school's policy. This will include the ongoing assessment of independent work including: spoken language, reading and writing. Teachers should ensure that children strive to meet the skills, whilst also building up their knowledge and understanding of maths, inclusive of knowledge of unplugged learning and key vocabulary. 

The assessments made throughout the academic year are recorded and used to inform the end of year reports to parents/guardians. The co-ordinator, with support from the Senior Leadership team, will also carry out maths lesson drop ins, work scrutinies, evaluations of lesson planning and use of Power Maths planning, conducting pupil interviews, discussions with pupils, staff and parents as well as carrying out formal lesson observations.

Pupils will also undertake formal written assessments from Power Maths on a termly bases, this will inform the teacher of the progress and attainment of the pupils.  Year 6 pupils will also undertake previous SATS papers in order to track progress towards the standards expected for a year 6. 

 

Progression in Skills from NCETM - with examples of reasoning

Below please find the progression in skills maps for each strand of mathematics; showing your childs journey through their school life, from year 1 all the way to year 6. They detail how each skill strand is built on from the previous year.  These skills are taken from the National Center for Excellence in the Teaching Mathematics (NCETM) and have been developed with the DfE.  Power Maths aims to build on these skills and develop children as rounded mathematicians. (Please click each word to open the document).

Place Value

Addition and Subtraction

Multiplication and Division

Fractions

Ration and Proportion

Algebra

Measurement

Geometry - Properties of shape

Geometry - Position, direction and movement

Statistics

 

What do we know about careers in Maths?

Learning in maths helps children develop skills in logical thinking, problem-solving and decision-making as well as pure mathematical skills. These skills are valued by employers across many job sectors, including:

 

  • Actuary scientist
  • Chartered accountant
  • Chartered certified accountant
  • Data analyst
  • Investment analyst
  • Research scientist
  • Secondary school teacher
  • Statistician
  • Systems developer
  • Financial manager
  • Financial trader
  • Insurance underwriter
  • Meteorologist
  • Operational researcher
  • Quantity surveyor
  • Software tester

 

 

 

Some Useful Links:

BBC Bitesize: https://www.bbc.co.uk/bitesize/subjects/z826n39

The Curriculum explained, for parents: https://www.theschoolrun.com/what-your-child-learns-key-stage-2-maths

Maths Frame: https://mathsframe.co.uk/en/resources/category/22/most-popular