The aims of the Maths curriculum at Rednal Hill Junior School are:
- To become fluent in the fundamentals of mathematics, through access to varied and frequent practice with increasingly complex problems over time. To develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- To reason mathematically by following a line of enquiry, understanding relationships and generalisations, and developing an argument, justification or proof using mathematical language
- To solve problems by applying their mathematics with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in finding a mathematical answer
Delivering Maths lessons at Rednal Hill Junior School
The whole class is taught together, lessons are scaffolded and depth is available for children at some point within the lesson. However, activities will not be differentiated unless there is an identified need to do so.
We use the Power Maths scheme of learning to support our teaching. We spend longer on topic areas, rather than revisiting topics term on term. This allows a greater depth of understanding in subject areas, as small steps are built into the planning. This is further supported with the use of the DfE Mathematics Guidance documents (2020). Along the learning journey there is time for assessment points to gauge children’s understanding and plan for intervention opportunities to address misconceptions.
We recognise that a lack of fluency skills can be detrimental to the progress children make when accessing problem solving activities. To address this, we have an additional 15 minutes of Maths three times a week. This is separate to the Maths hour and is based on the fluency needs of the class.
Maths lessons follow this structure:
Power up – A short revisit of previously taught material. For example:
Discover – each lesson begins with a problem to solve, often a real-life example, sometimes a puzzle or a game. These are engaging and fun, and designed to get all children thinking. Children will be required to demonstrate their understanding using a concrete, pictorial and abstract approach (CPA).
Share – the class shares their ideas and compares different ways to solve the problem, explaining their reasoning with hands-on resources and drawings to make their ideas clear. Children are able to develop their understanding of the concept with input from the teacher.
Think together – the next part of the lesson is a journey through the concept, digging deeper and deeper so that each child builds on secure foundations while being challenged to apply their understanding in different ways and with increasing independence.
Practice – now children practice individually or in small groups, rehearsing and developing their skills to build fluency, understanding of the concept and confidence. There are opportunities for differentiation, scaffold and challenge.
Reflect – finally, children are prompted to reflect on and record their learning from each session and show how they have grasped the concept explored in the lesson.
Power Maths refers to growth mindset characters that the children use to support their understanding. These are:
Mr C Flanagan
If you'd like to find out more please contact me via the school office using:
Tel: 0121 453 2520 or