We want our children to develop a love for mathematics from the moment they enter into our school. Our curriculum is based on a ‘teaching maths for mastery’ approach where children develop their understanding and fluency by experiencing concrete, pictorial and abstract representations of concepts. We give children time to practice key skills and processes; encourage them to look for patterns, make connections and reason; and enable them to move onto applying their skills to solve more complex problems. We use the Maths — No Problem! programme which is endorsed by the Department for Education, NCETM and Ofsted.
A new way of thinking and teaching
Whole class moves through content at the same pace
When teaching maths for mastery, the whole class moves through topics at broadly the same pace. Each topic is studied in depth and the teacher does not move to the next stage until all children demonstrate that they have a secure understanding of mathematical concepts.
Time to think deeply about the maths
Students are given time to think deeply about the maths and really understand concepts at a relational level rather than as a set of rules or procedures. This slower pace leads to greater progress because it ensures that students are secure in their understanding and teachers don’t need to revisit topics once they’ve been covered in depth.
Builds self-confidence in learners
In a traditional primary school maths lesson, children are put in different groups and given different content based on their anticipated ability. This means that from an early age children are classed as those who can and can’t “do maths”. Teaching maths for mastery is different because it offers all pupils access to the full maths curriculum. This inclusive approach, and its emphasis on promoting multiple methods of solving a problem, builds self-confidence and resilience in pupils.
Differentiates through depth rather than acceleration
Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. Unlike the old model, where advanced learners are accelerated through new content, those pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on.
“Children’s chances of success are maximised if they develop deep and lasting understanding of mathematical procedures and concepts.” NCETM
Home Learning – children can consolidate skills and processes through a set task on Education City or a simple worksheet. Children can practice times tables with the help of a school pack which they are given at the beginning of Year 3.
Multiplication tables: For anyone wanting a singing approach to ‘chanting’, teacher Martyn Yeo has helpfully made a YouTube playlist putting sing-along videos in one place.