Diss Church of England Junior Academy - Maths statement
At Diss Church of England Junior Academy we endeavour to teach our children a rich and progressive curriculum. We believe that Mathematics educates us how to make sense of the world around us through developing a child's ability to calculate, to reason and to solve problems. In our school we want to help children to understand and appreciate the pattern in both number and space in their everyday lives in and out of school. We encourage the children to develop these key and fundamental skills through their growing knowledge and understanding of the world. We want children to learn to appreciate the contribution made by many people to the development of Mathematics in our ever growing society.
The National Curriculum for primary mathematics has three aims that should be at the heart of how we interpret the content of the curriculum.
- Conceptual understanding
In developing children's skills through enhancing their factual, conceptual and procedural knowledge, we allow them to deepen their mathematical understanding and be able to apply what they know to help them to solve problems.
- Mathematical reasoning
The progression and development of mental calculations and efficiency in strategies will provide children with the skills which will allow them to communicate and present their findings effectively using appropriate mathematical language, and to make connections within Maths as they learn.
- Problem solving
At our school Mathematics is integral to all aspects of life and it is with this in mind that we endeavour to ensure that children develop self-confidence in their ability to approach a range of mathematical problems.
By providing opportunities to apply their mathematical skills in different contexts and across a range of subject areas, children will be able to work systematically to organise information, find patterns and ultimately solutions through independent and collaborative learning.
Teaching of Mathematics follows the National Curriculum and reflects changes introduced in 2014.
- Levels are no longer used to assess children and instead teachers in KS2 will make judgements about the children’s numeracy in relation to age related expectations as set out in the new curriculum.
- Assessment for learning is well established throughout the school and the use of questioning, observation and marking will continue to be key parts of formative assessment.
- Statutory assessments take place at the end of Year 6.
Mathematics is led by our Maths leader and, in conjunction with the head teacher and deputy head teacher, we aim to monitor Maths beyond summative assessments with:
- - Learning walks,
- - Scrutiny of Maths books,
- - Pupil perceptions of Maths,
- - Lesson observations,
- - Planning reviews.
Maths forms a huge part of the everyday lives of most people. We therefore aim to ensure that all Mathematical learning is put into a context which makes it relevant to life in 2018. We strive to prepare children for life beyond school, and equip them to become a valuable part of life in Britain today, whatever career path they choose.