To ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. The Curriculum explained, for parents: https://www.theschoolrun.com/what-your-child-learns-key-stage-2-maths The assessments made throughout the academic year are recorded and used to inform the end of year reports to parents/guardians. The co-ordinator, with support from the Senior Leadership team, will also carry out maths lesson drop ins, work scrutinies, evaluations of lesson planning and use of Power Maths planning, conducting pupil interviews, discussions with pupils, staff and parents as well as carrying out formal lesson observations. Learning in maths helps children develop skills in logical thinking, problem-solving and decision-making as well as pure mathematical skills. These skills are valued by employers across many job sectors, including:

At Bolsover we foster positive attitudes, interest and excitement of discovery through understanding the teaching and learning of mathematical concepts using Power Maths scheme of work. We aim for our children to recognise themselves as Mathematicians through a persevering mind set and recognise maths is an integral part of the world. We aim for our pupils to use and understand mathematical language and recognise its importance as a language for communication and thinking. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 x 12 and show precision and fluency in their work. Before the start of the new year (January 2024) we will have added a file for Word Problems and a file for Challenge Cards to each of the Power Maths units. Maths lessons provide the opportunity for children to use concrete and pictorial resources to represent a concept or practise a newly taught skill. Classroom environments support this as each classroom has their own maths resource area. Children are encouraged, independently, to make use of these resources to support their learning. Mathematics is not about numbers, equations, computations or algorithms: it is about understanding”can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into Teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At Bolsover we believe in the concrete – pictorial – abstractprinciple, where children need to use resources to ‘do’ and ‘see’ the Maths, before using images, and then being able to work independently. This does not just happen during children’s early years, but throughout their Maths learning. For example, Upper Key Stage 2 children would use Base10 resources to ‘see’ calculations with decimals before being able to ‘do’ the Maths without them. The Bar Methodis used to support children in understanding and solving word problems. It begins in Early Years, where 1 symbol represents 1 unit, and progresses up the school where the bar represents a quantity.

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