Curriculum Intent- Maths
We believe that:
- Every child has the right to achieve their maximum potential without a pre-conceived limit being put on their ability and attainment.
- The ability to succeed is not fixed and this is clear in both lesson design and class teaching.
- Learning in maths should focus on depth of understanding before breadth.
- Pupils should ‘keep up’ not ‘catch up’- all children should be given the opportunity to access the lesson regardless of previous attainment.
- High expectations should be made clear to all learners.
- Emphasising the high value of mathematics education to all staff, pupils, parents and carers is key to our children becoming successful Mathematicians.
- All staff should actively attempt to improve their pedagogical understanding of maths mastery wherever possible, and feel supported by school leadership to this aim.
Implementation of Maths Mastery
Children will generally be taught in their own classes
Feedback on progress can be made during or after lessons, with the children afforded time to make improvements to their work. Sometimes, children will mark their own work or take part in peer assessment. This is reflected in our whole school assessment policy.
Teaching for Mastery in Maths, through the use of the White Rose scheme of learning, is evident in all year groups across the school.
Children are generally taught as a whole class, although some children will work with an adult for different parts of a lesson where the teacher feels it is relevant. The teacher or teaching assistant will use their judgement to determine whether a child remains in the whole class environment or spends time on a more personalised learning approach.
All children will be given opportunities to reason, problem solve and gain fluency both individually and with their peers.
All children will have access to multiple representations and use concrete, pictorial and abstract representations alongside each other to develop a deep understanding of methods and concepts.
The lesson will be carefully crafted to allow learning to take place over a number of small, conceptual steps which allow opportunities to make connections and to investigate maths at greater depth. The pace of lessons may appear to be slower.
Some children will require extra support either during or after lessons to enable them to master certain concepts or elements. This will be carried out as soon as possible to allow the child the ability to access the next lesson.
Any child who rapidly grasps skills and concepts well in the main lesson is challenged by being given activities which require a greater depth of understanding.
Lessons will feature a lot of dialogue between the teacher and the pupils and between the children.
Longer time will be given to each topic of the Maths curriculum to ensure sufficient depth of understanding.
Differentiation will mainly be through the level of adult support each child receives. Generally, children will not be given different activities to complete. This may also be seen through the use of enabling and extending techniques.
Teachers record attainment with ‘Target Tracker’ in line with the whole school assessment policy. Informal assessment methods based around the White Rose Scheme of work are also used to inform planning.