Maths is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.
The deep and deepest levels are what we are aiming for by teaching maths using the Mastery approach.
We intend to do this by:
Our implementation is developed through secure understanding of the curriculum and subject area.
Maths is a core subject in the National Curriculum. St. Christopher’s School follows the White Rose Hub maths plans as the basis for implementing the statutory requirements of the programme of study for mathematics.
Planning is undertaken at three levels:
1. Long term: National Curriculum
2. Medium term: planning is detailed in the White Rose Maths planning. It gives the main teaching objectives (small steps) for each term and ensures an appropriate balance and distribution of work across each term. This planning gives ideas for mathematic talk, fluency, problem solving and reasoning. Yearly overviews are up-dated annually in response to data and in house monitoring of teaching & learning.
Concrete, pictorial, abstract
Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.
All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
‘Quality first teaching’ linked to teaching standards:
1. ‘Know where their children are’ through the use of summative assessment, prior learning, assessment, maths talk
2. ‘Understand where their children need to be’ through a secure understanding of year group expectations and/or pre key stage expectations and ongoing, formative assessment
3. ‘Know how they are going to get them there’ through the use of a range of strategies to promote independence, mastery and high expectations of ALL.
4. Effectively deploy adults, specifically during introductions, plenaries & catch-up sessions 5. Plan for progression during and between lessons.
All of the above will be monitored and discussed during pupil progress meeting and staff performance management.
Pupils will leave us prepared for the next stage in their lives with:
A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations and this is the goal for our children.
These will be assessed through: assessment, tracking, pupil progress meetings, performance management, moderation and standardisation.