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Minet

Junior School

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Maths

Maths Curriculum

At Minet Junior School we believe that the contribution of mathematics to the modern society is significant and essential. Mathematics equips pupils with a uniquely powerful set of tools to enable them to become fluent, to reason, solve problems, make connections and assess risks in their everyday lives.

Mathematics skills are vital for the professional opportunities in science, technology, engineering and economics. Through their growing knowledge and understanding, pupils also learn to recognise and value the contributions made by many professionals to the development and application of mathematics.

 

As mathematics is integral to all aspects of life, with this in mind, we endeavour to ensure that all pupils develop a positive and enthusiastic attitude towards mathematics. We are committed to ensuring that all pupils achieve mastery in the key concepts of mathematics, appropriate for their age group, in order that they make genuine progress, overcome barriers and move through education with confidence.

 

“Our ‘abilities’ are neither fixed nor innate, but can be developed through practice, support, dedication and hard work. ‘Natural talent’ is just a starting point and does not determine who has more or less potential to achieve. This belief encourages a love of learning and resilience that enables everyone to achieve.” (Mathematics Mastery)

 

The aims of Minet Junior School reflect those of the 2014 National Curriculum for maths, which are that pupils should:

  • Become fluent in the fundamentals of mathematics, including 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.
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • 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.

 

 

Our aim is for pupils to demonstrate:

  • A growth mind-set about their ability to learn mathematics and an awareness of how fascinating elements of mathematics are
  • Competence in using numbers and shapes
  • Resilience when problem solving by reasoning, thinking logically, working systematically and applying their knowledge of mathematics
  • Consistency when communicating and explaining patterns and connections by using correct mathematical language and terms
  • An ability to work both independently and with others

 

 

Going deeper vs using bigger numbers:

We believe pupils must be given time to fully understand, explore and apply ideas - rather than accelerate through new concepts. This approach enables learners to truly grasp a concept, and the challenge comes from investigating it in new, alternative and more complex ways.

 

‘’Children are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

Mathematical concepts are explored in a variety of representations and problem-solving contexts to give pupils richer and deeper learning experiences.

A mathematical concept or skill has been mastered when a pupil can represent it in multiple ways, use the sufficient mathematical language to communicate related ideas and can independently apply the concept to new problems in unfamiliar situations’’.

(Mathematics Mastery)

 

 

Useful maths websites:

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