Mathematics at Stocksbridge Junior School
At Stocksbridge Junior School, our mission is to enable all learners to enjoy and succeed in Mathematics. The value of a high-quality Mathematics education is well recognised for its importance both to the individual and to society. Being competent in Mathematics is key for functioning within a community and being a productive part of the workforce. Our curriculum is premised on a belief that all learners can enjoy and succeed in Mathematics, and our ultimate aim is that learners enjoy and achieve in Mathematics, developing a real interest in the subject. Success for all is about ensuring no learner is left behind as well as ensuring more learners excel in Mathematics. Belief that all can achieve and a commitment to providing learning experiences that allow for this are absolutely essential to accomplish success for all. Fostering learner attitudes that are based on belief in the capacity to learn can be achieved through developing resilience and confidence. Mathematics at Stocksbridge Junior School has been designed on principles to provide learners with a deep conceptual understanding of mathematical principles, and the ability to confidently communicate in precise mathematical language while becoming mathematical thinkers.
‘Curriculum Drivers’ shape our curriculum breadth. They are derived from an understanding of our pupils, our beliefs about high-quality education and our values. They are consistently used to ensure that we give our pupils appropriate and ambitious curriculum opportunities. Cultural Capital (developed through extending mathematical knowledge, vocabulary and experiences) gives our students the vital background knowledge required to be informed and thoughtful members of the Stocksbridge community who understand and believe in British Values.
Our curriculum distinguishes between subject topics and threshold concepts: subject topics are the specific aspects of subjects that are studied (e.g. number and place value); threshold concepts tie together the subject topics into meaningful schema (e.g. number and place value consists of counting, representing, comparing, place value and solving problems). The same concepts are explored in a wide breadth of topics and are returned to. Through this interleaving of mathematical concepts across the key stage, pupils gradually build understanding of schema.
Mathematics at Stocksbridge Junior School is engaging and high-quality. Our pupils embrace the Mathematics Mastery approach and develop detailed knowledge and skills across the Mathematics curriculum. More importantly, pupils demonstrate a love of Mathematics and recognise its importance in the wider world. They work confidently and apply the skills that they learn to problem solving, showing outstanding learning behaviours during Mathematics lessons.
As learning is a change to long-term memory, it is not practical to assess learning in the short-term. We do, however, use probabilistic assessment based on deliberate and repeated practice. This means we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long-run. Practice is split into manageable parts with clear success criteria and feedback is given in the moment wherever possible. We use comparative judgement in two ways: in the tasks we set and by comparing a pupil’s work over time. Pupils understand and use a richer vocabulary which enables them to articulate their understanding of mathematical concepts. They have high aspirations which will see them through to further study, work and a successful adult life. Pupils leave Stocksbridge Junior School as confident and aspirational learners ready for the next stage of their Mathematics education.