At Moorland Primary School, we follow a mastery approach to the teaching and learning of mathematics. Mastery is a journey and a long-term goal achieved through exploration, clarification, practise and application over time. At each stage of learning teachers aim to support pupils to demonstrate a deep, conceptual understanding of topics and develop the ability to build on this over time.
The National Curriculum for Maths aims to ensure that all pupils:
- Become fluent in the fundamentals of mathematics through varied and frequent practice with complexity increasing over time.
- Develop conceptual understanding and ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically; follow a line of enquiry, conjecture relationships and generalisations.
- Develop an argument, justification and proof by using mathematical language.
- Problem solve by applying knowledge to a variety of routine and non-routine problems breaking down problems into simpler steps and persevering in answering
At Moorland the following principles taken from both the National Curriculum and NCETM work on teaching for mastery, underpin the teaching of mathematics.
- The expectation is that most pupils will move through the programmes of study at broadly the same pace.
- Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.
- Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
- Teachers believe in the importance of mathematics and that the vast majority of children can succeed in learning mathematics in line with national expectations.
- The learning needs of individuals are addressed through careful scaffolding, questioning and appropriate rapid intervention where necessary, to provide the appropriate support and challenge.
- The reasoning behind mathematical processes is emphasized. Teacher/pupil interaction explores how answers were obtained as well as why the method worked and what might be the most efficient strategy. Precise mathematical language, often couched in full sentences, is used by teachers so that mathematical ideas are conveyed with clarity and precision. We value ‘mathematical talk’ and children get lots of opportunity to talk about and evaluate their mathematics during lessons.
- Conceptual variation and procedural variation are used extensively throughout teaching. This helps to present the mathematics in ways that promote deep, sustainable learning.
Children are mostly taught in mixed ability groups however decisions on groupings are made based on the cohort.
We use a range of resources in order to deliver the maths curriculum. We base our planning on Maths-No Problem and use the lesson structure outlined by this scheme but adapt and supplement the resources to suit the needs of the learner. Lessons follow the CONCRETE-PICTORAL-ABSTRACT approach. Each lesson begins with a problem (IN FOCUS TASK) involving exploration through concrete apparatus. Pupils understanding will then be consolidated or extended through appropriate GUIDED PRACTICE TASKS before children are ready to complete INDEPENDENT PRACTICE which requires them to move to abstract ways of working. Children who grasps concepts quickly will be given opportunities to deepen and apply their learning though ENRICH tasks.
As a school we use Timestables Rockstars as a tool to practise and build fluency of times table facts.
Role of the Maths Subject Leader
- To lead in the development of maths throughout the school.
- To monitor the planning, teaching and learning of mathematics throughout the school.
- To help raise standards in maths.
- To provide teachers with support in the teaching of mathematics.
- To provide staff with CPD opportunities in relation to maths
- To monitor and maintain high quality resources.
- To keep up to date with new developments in the area of mathematics
Schemes of Learning
Schemes of learning have been devised for each year group. These incorporate and combine a range of activities and resources including Maths-No-Problem, NRICH, White Rose and NCETM mastery assessment materials.
These schemes of work can also be referred to for information regarding:
- The learning environment
- Feedback (see also feedback policy)
- Useful websites
- Further information regarding lesson structure
Whole- School Approach to Calculation
Children will be taught and given opportunities to use and apply a wide variety of mental calculations. They will be encouraged to use the most appropriate strategy for the numbers involved. The focus in EYFS and KS1 will be on developing a conceptual understanding of number and throughout the school children will explore multiple methods and approaches to solving problems. The whole-school approach to calculation outlines the progression in written methods of calculation that the children will learn in school.