All the teaching staff at Meon Junior School are working with Meon Infant and Moorings Way Infant School colleagues to identify how our curriculum will meet the needs of our children across the three schools.
We believe it is important to plan the learning journey of the children from Year R to Year 6. Even though we are a Junior School, this does not stop us using what the children have already learnt before they leave Infant School. This is vitally important. As three schools, we have worked together to produce a joint intention of what we want the children to learn. Our joint subject teams produced the following statements in September 2019:
Learning in Maths
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The national curriculum for mathematics aims to ensure that all pupils:
- 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
- can 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.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Mathematics learning is fundamental for ensuring children find their place in the world.
By the end of year 6, children will be confident in using the concrete, pictorial and abstract approach in all areas of maths. They will have a solid understanding of the number system including place value, the four operations, fractions and decimals and through varied and frequent practice they will be able to solve increasingly complex problems. The children will be encouraged to make connections between all areas of mathematics in order to further develop their mathematical ability. Children will be exposed to a variety of routine and non routine problems which will help them on their journey to find their place in the world.
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