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BurlingtonJunior School

Maths Area

At Burlington Junior School, we consider mathematics as far more than simply a core curriculum topic; it is central to helping children become happy, articulate and confident individuals. Developing numerical fluency prepares children to access a world surrounded by number. It equips young people with key skills such as calculating, estimating, observing and predicting, which will be used extensively throughout their lives.

Key Principles

There are certain key principles that underpin the teaching of mathematics in our school. At Burlington Junior School we believe that mathematics:

  • equips pupils with intellectual and practical skills to understand and make decisions about everyday life;
  • is important in helping pupils to access learning and make good progress across the curriculum;
  • transcends cultural boundaries and has been contributed to, as a body of knowledge, by different cultures;
  • is a creative discipline that can stimulate moments of wonder, for example when connections are made and patterns are generated;
  • develops pupils’ capacity to think, reason and solve problems;
  • is best learnt through direct experience and the opportunity to discuss mathematical ideas and develop mathematical language.

The Curriculum

We ensure that every pupil has the opportunity to experience success in learning and to achieve as high a standard as possible. All children are entitled to access the Mathematics National Curriculum Programmes of Study and make progress through appropriately planned work. In line with the aims of the National Curriculum, our schemes of work allow pupils to develop their fluency, mathematical reasoning and problem solving skills. Teachers plan using resources from White Rose Maths  to support their lesson sequence and design. This recent update reflects a mastery style approach, whereby students are encouraged to develop a deeper understanding of concepts. Topics are planned using small steps to help children make links within their learning. All children have the same starting point within a lesson but as students master concepts to a greater depth they build on their application and reasoning skills.

Within Year 5 and 6, lessons are designed around a split lesson structure. The children have two 30 minute lessons. This allows for the children to have time to secure their fluency skills before applying their knowledge into reasoning style problems.

All children will be given opportunities to:

  • develop a sense of the size of a number and where it fits into the number system;
  • know by heart number facts such as number bonds, multiplication tables, doubles and halves;
  • use what they know by heart to figure out answers mentally, using jottings personal to them;
  • calculate accurately and efficiently, both mentally and with pencil and paper, drawing on a range of calculation strategies;
  • recognise when it is appropriate to use a calculator, and to be able to do so effectively;
  • make sense of number problems, including non-routine problems, and recognise the operations needed to solve them;
  • explain their methods and reasoning using correct mathematical terms;
  • judge whether their answers are reasonable and have strategies for checking them where necessary;
  • suggest suitable units for measuring, and make sensible estimates of measures; and
  • explain and make predictions from the numbers in graphs, diagrams, charts and tables

Schemes of Learning

Please find a link to the White Rose Maths website where you can find the Schemes of Learning each year group are following. These Schemes of Learning have been updated in light of the recent pandemic.

https://whiterosemaths.com/resources/primary-resources/primary-sols