Stanford Junior and Infant School
Living together - Learning together
The curriculum at Stanford Junior and Infant School
Traditionally, Maths has been taught by memorising key facts and procedures, which tends to lead to superficial understanding that can easily be forgotten. At Stanford, we believe that children should be able to select which mathematical approach is most effective in different scenarios.
All pupils can achieve in mathematics! There is no such thing as a ‘Maths person’, that is the belief that some pupils can do maths and others cannot. A typical Maths lesson will provide the opportunity for all children, regardless of their ability, to work through Fluency, Reasoning AND Problem Solving activities.
Maths is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.
There are 3 levels of learning:
The deep and deepest levels are what we are aiming for by teaching maths using the Mastery approach.
Multiple representations for all!
Concrete, pictorial, abstract
Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.
All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
At Stanford School we are focussing on developing our basic maths skills. Each class dedicates 15 minutes of the day to basic maths - we focus on mental maths skills, calculations and number.
We have lots of exciting resources to help us improve our basic skills, including number squares, fans, whiteboards, dice, counters, stopwatch challenges and iPods.
We also enjoy helping each other with basic skills and pair up with our partner classes for some of these sessions, which we really enjoy!
Here are examples of the Maths Basic Skills targets for each year group:
The following Calculation Policy has been designed to meet the requirements of the National Curriculum 2014 for the teaching and learning of mathematics, and is also designed to give pupils a consistent and smooth progression of learning in calculations across the school, Please note that early learning in number and calculation in Reception follows the "Development Matters" EYFS document, and this Calculation Policy is designed to build on progressively from the content and methods established in the Early Years Foundation Stage.
The Calculation Policy is organised according to age stage expectations as set out in the National Curriculum. However it is vital that pupils are taught according to the stage that they are currently working at, being moved onto the next level as soon as they are ready, or are working at a lower stage until they are secure enough to move on.
We are introducing a new Mathematics challenge aimed at developing quicker recall of the multiplication facts (times tables). The new National Curriculum from 2014 states that: ‘By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table.’
The new Key Stage 2 tests that came into place this year has an arithmetic test specifically on calculations. Therefore to ensure children are confident and prepared, learning tables’ facts plus recalling these quickly and accurately will give children a distinct advantage.
Learning multiplication facts does not have to be boring and repetitive; we will be encouraging the children to recall facts in different ways through games, challenges and investigations as well as the weekly speed tests that will be held in class each week. We will be using an online resource, in school, called TT Rockstars, which focuses on times table challenges, improving pupil’s rapid recall. This will be completed in class and will follow a programme of teaching and learning times tables. Pupils must though spend the time trying to learn the facts to make it easier in the classroom. Each child will have a record sheet for them to copy in their multiplication facts and record their progress.
The rewards for this will be bronze, silver and gold stickers that will be presented by class teachers and eventually the children will receive the platinum certificate for Multiplication Excellence which will be presented in the Friday assembly. Each year group will have their own targets which are outlined below:
FS and Y1- Counting on in steps of 2, 5 and 10
Y2- 2, 5 and 10.
Y4- ALLTABLES FACTS TO 12× 12
Y5- ALL and completed 12× 12 mixed tables square in under 8 minutes
Y6- ALL and completed 12× 12 mixed tables square in under 6 minutes
TT rockstars is a daily practice of the times tables, through listening to rock music. Pupils have to answer 50 questions and time themselves. This will then work out your rick status. The idea is that pupils’ rapid recall will become quicker for each times table.
Here are some websites that offer games, grid challenges and interactive tests:
For more information please go to the website www.ttrockstars.com
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Year 4 have been working really hard on practising times tables, in preparation for the multiplication checks this year. We have been learning through songs, chants, daily quizzes, problem solving activities and interactive games. Keep practising at home as well, as we're making great progress!
In Maths we are learning about angles and have been using a protractor to measure and draw angles accurately.
Juniper class were completing a practical activity on how to add fractions with different denominators. We used our common multiples knowledge to help us work these out! 🧮➕
This week Reception children have been using cubes to measure how tall different objects are in the classroom. Look at all the measuring we did!
In Maths, Juniper pupils have been working on division of numbers using the formal method. The pupils used peer coaching to help and support each other in the understanding of this difficult skill- Well done Juniper Class!!
Today we went on a shape hunt for squares and rectangles which has been our focus in Maths this week. We looked inside and outside, then counted all the squares and all the rectangles that we could find. Here are some of the things we found!
In Year 6 we have daily arithmetic practice, it has turned into quite the competition amongst the table groups to see who can answer the quickest and come to the whiteboard to share how the problems can be worked out.
As you can see, lots of children are very keen to share their ideas!
Our current unit in maths is division, which has been a little tricky as we have been working on 4 digit divided by 2 digit numbers. Today, we used factor pairs to help solve division problems - we used peer coaching partners to help to solve these problems and set mastery challenges for one another.
As you can see, some of our peer coaches today really enjoyed their roles! Well done Barley Class!
Today the Foundation children finished their Maths unit by making their very own fruit patterns. (It was hard not to eat the fruit before we made a pattern!)
Foundation children have been learning how to compare amounts in maths. They have made two groups of bears – one with less and one with more bears. They also made towers – one with more cubes and one with less cubes. Look at our amazing work.
The children have been exploring ways to represent numbers by splitting them up into tens and ones.
R- I like drawing part-whole models with chalk.
L- We used Base 10 equipment. It is sticks of 10 and small cubes called ones.
J- I like to challenge myself to partition big numbers.
E- It's fun to do Maths outside.
Year 1s have been learning how to represent numbers on a ten frame this week. We have used all sorts of materials to help us.
To start our work in maths we played games where the children had to represent numbers using different materials - diennes, place value counters and arrow cards. The children had lots of fun and got lots of team points for being so clever!!
In maths, we have been learning about how to find angles in quadrilaterals.
We know that angles in a quadrilateral add up to 360 degrees, so we practiced creating quadrilaterals and then using a protractor to measure the angles. Using formal calculations, we checked our measurements by ensuring they added up to 360 degrees.
Pumpkin Class took their maths outdoors this week to practise their measuring skills. We measured small lines in cm and larger ones in m. We had so much fun learning outside and now we are really good at measuring!
The Foundation children have been exploring lots of different ways to make repeating patterns in Maths. These repeating patterns are beginning to pop up all over the place!
A- I can make patterns with shapes.
F- I like to make patterns with colours.
R- I make patterns, using things which are different sizes.
Challenge! Can you make some repeating patterns at home? Can you describe your pattern?
In Pumpkin Class this week we are learning about fractions and what better way to do this than eating them!
We learnt that two halves is the same as one whole and four quarters is also the same as one whole. We also learnt how to represent halves and quarters in words, pictures and numerals. Look at our delicious pancake and waffle cutting!
“It was a Yummy maths lesson!”
“It was hard to cut the pancakes because they were circles.”
“The waffles were easier to cut equally because we could count the squares!”
“To see if the pieces were equal we put one on top of the other and mine was spot on!”
This week in Pumpkin Class we have been exploring 3D shapes. We wanted to find out how many faces each 3D shape has; how many vertices and how many edges. We had fun doing this! Pictures………
Barley class were using unifix cubes to help them form algebraic equations- great job Barley Class!
In Pumpkin Class today we have been exploring 2D and 3D shapes. We have taken apart cuboids to investigate how many faces they have. Some of us even got inside the big ones!
Then we started making many different 2D shapes.
Finally we made 3D shapes in different ways.
We had so much fun and learnt so much at the same time. Our new vocabulary is: cube, cuboid, 3 -dimensional, 2-dimensional, faces, edges, vertices and corners. We look forward to sharing more shape work soon.
Today we have been investigating how many different ways we can share 20 cubes equally.
We have worked systematically to find out which divisions work fairly.
We are great at this!
In maths we have been looking at the area and perimeter of shapes. We have learnt that the inside of the shape is the area and we can calculate it by counting the squares used to make a shape. We were then set a challenge to make different shapes with the same area.
Foundation stage children designed festive crafts as part of our enterprise projects.
They decorated a felt gingerbread man and created winter tree photo frame. Children learnt some new words and what they mean, including design, profit, cost and total. They used their Maths skills involving money, recognising 100p is the same as £1!
Finally, children then found the total of the two items by adding them together.