Our HIGH HOPES for maths is that everyone can learn and enjoy mathematics.
We follow the mastery approach for maths, using NCETM resources to support our teaching. The design of our maths curriculum is to ensure that learners learn the foundations of maths and can fluently apply these to reasoning and problem-solving questions. Mathematical learning behaviours are developed such that learners focus and engage fully as learners who reason and seek to make connections. Arithmetic and fluency (procedural) skills are integral to being a maths learner, without the fluency skills, learners are not able to access anything further in the maths curriculum. All learners from Year 1 to Year 6 have access to Numbots or Times Table Rockstars. This is an online method of practising those key fluency skills.
Lessons link to prior learning to ensure all learners can access the new learning. Lessons are carefully sequenced to build a secure understanding. We have a CPA (concrete, pictorial, abstract) approach in all of our classes. This means that all learners are given the opportunity to: work with concrete resources, to show their learning; draw pictures and diagrams, to show their understanding; and complete abstract questions (calculations). This approach ensures that all learners can access our lessons and can be challenged in a range of ways. These methods are carefully selected to expose the structure of mathematical concepts and emphasise connections, enabling our learners to develop a deep knowledge of maths. Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other. It is important that practice opportunities are designed to reinforce both procedural fluency and conceptual understanding. Key number and mathematical facts will be learnt to automaticity to avoid cognitive overload in working memory, enabling learners to focus on new learning.
Learners are taught through whole-class interactive teaching, enabling all learners to master the concepts necessary for the next part of the curriculum sequence. In a typical lesson, the teacher will lead a back and forth interaction, this will include: questioning, short tasks, explanation, demonstration and discussion. This provides our learners with opportunities to think, reason and apply their knowledge and skills to solve problems. The use of precise mathematical vocabulary enables all learners to communicate their reasoning and thinking effectively. If a learner is struggling to grasp or understand a concept or procedure, this is identified quickly, and gaps in understanding are addressed immediately to prevent learners from falling further behind. Every classroom will have a maths display that will have current scaffolds to support the learners in their lessons..
The Difference That This Makes
All learners see themselves as mathematicians and enjoy taking part in lessons, engaging in the various ways of showing their learning. Learners show a good understanding of mathematical principles and concepts and use mathematical vocabulary to share this. Learners use a variety of methods to support themselves and overcome barriers to learning.