Click here to view the National Curriculum for Mathematics:
Teaching and Learning
We have adopted a Teaching for Mastery approach to mathematics. The content and principles underpinning this approach reflect those found in high performing education systems internationally, particularly those of east and south-east Asian countries such as
These principles and features characterise this approach and convey how our curriculum is implemented:
· Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
· The large majority of children progress through the curriculum content at the same pace.
· Differentiation is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
· Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
· Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.
To ensure whole consistency and progression, the school uses DfE approved ‘Power Maths’ scheme. This is fully aligned with the White Rose Maths scheme and the school’s ongoing engagement with the DfE funded Maths Hubs programme continues to ensure that staff at all levels understand the pedagogy of the approach. New concepts are shared within the context of an initial related problems, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning. In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher than leads children through strategies for solving the problem, including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems as well as exploratory, investigative tasks, within the lesson as appropriate.
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The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognsie the achievement of others. Children can underperform in Mathematics because they think they can't do it or are not naturally good at it. The Power Maths programme addresses these preconceptions by ensuring that all children experience challenge and success in Mathematics by developing a growth mindset. Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child.