At Grange Junior School, we aim for all pupils to become fluent in the fundamentals of mathematics (see Year by Year Curriculum Maps) so that they can develop a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. We believe that children should have an appreciation of number and number operations, which enables them to perform mental calculations and written procedures efficiently, fluently and accurately. We want children to be confident in solving problems and applying their mathematics to a variety of problems with increasing sophistication, including unfamiliar contexts and to model real-life scenarios. We also provide opportunities for children to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. This mathematical language develops and becomes more advanced as the children progress through the KS2 curriculum.
At Grange Junior School, maths learning is broken down into manageable steps based on the National Curriculum statements. As staff, we plan lessons around a typical lesson design set out by the Can Do Maths Club. This lesson design would involve a ‘hook’ which is an introduction into the unit of work and how it could relate to real-life scenarios. The next step would involve the teaching of the new concept through live modelling with the explicit use of potential misunderstandings to aid the children’s learning. The children would then have the opportunity to practise the new skill via whiteboard work or through talk partners.
Children then have the opportunity to complete a ‘Do it’ section, up to five standard and nonstandard questions which challenges procedural fluency. A ‘Secure it’ section where the children are shown a misunderstanding in different forms (true/false, spot the mistake) which challenges their conceptual understanding. A ‘Deepen it’ section is the last section where the children apply their understanding to solve new problems and challenges their mathematical thinking. Lastly, we have a ‘Review it’ section where teachers recap certain parts of the lesson and allow children to share their answers and discuss any misconceptions. This generic structure is used throughout most lessons, however we always take into consideration the children’s learning and therefore certain parts of the lesson will not be included and more emphasis will be put on either one or two sections, for example ‘Dot it Days’ are used for teaching trickier concepts.
Maths meetings are used at Grange Junior School but are dependent on individual teacher’s assessment and judgement of skills that are needed to be revisited. They can also be used for explicit teaching of times tables using Times Tables Rock Stars or pre-teaching an upcoming skill.
By creating engaging lessons, we want to develop enjoyment, a sense of curiosity about maths. Our lessons develop a ‘Can Do’ attitude and the belief that all children can achieve in mathematics and teach for a secure and deep understanding of mathematical concepts. The use of mistakes and misconceptions is an essential part of learning and provides challenge through rich and sophisticated problems. This enables children to grasp key concepts before accelerating through new content.