Maths Mastery

Maths Curriculum Statement

Intent

Why are we teaching the subject? What do we want our children to gain from learning the
subject?

At Pilsley CofE Primary School, we teach mathematics through a Mastery approach.
We aim for each child to have a deep, long-term, secure and adaptable understanding of
maths. Their understanding should build gradually as a child goes through school.

To develop mastery, pupils need to gain:

• fluency (rapid and accurate recall and application of facts and concepts)
• a growing confidence to reason mathematically
• the ability to apply maths to solve problems, to conjecture and to test hypotheses.

Mastery of maths should become a tool for life, and one that can be explored in different ways through each subject, making connections through application and problem solving. Maths Teaching for Mastery rejects the idea that a large proportion of people ‘just can’t do maths’, and we support pupils in the belief that they can achieve.
The intent of Teaching for Mastery in our Maths curriculum is to deliver a curriculum which aims for all children to leave our school with a deep and secure understanding of mathematics. We believe every child can achieve and that the curriculum is made accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. Mathematics is a creative subject that is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the power of mathematics, and a sense of enjoyment and curiosity about the subject.

Implementation

Following the Teaching for Mastery 5 Big Ideas, each lesson intends to deliver a coherence that is based on small steps for learning and include the careful consideration of the mathematical aspects (Representation and Structure; Mathematical Thinking; Fluency and Variation) that are shown in this diagram: 

Pilsley CofE Primary School currently uses the Maths No Problem! text and workbooks as its main spine, supported by the NCETM PD Mastery Materials and White Rose Maths. Each of these schemes supports and implements the principles of Teaching for Mastery as stated above.

*** In addition to this, Pilsley CofE will use the updated DFE guidance for the Recovery
Curriculum and associated NCETM classroom resources to support each child to in their
return to school following 2020 Covid19 Lockdown.

• All pupils are encouraged by the belief that by working hard at mathematics they can succeed.
• Through whole-class interactive teaching, all the pupils have the opportunity to master concepts before moving onto the next part of the curriculum.
• If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention can be put in place so the pupil is able to move forward with the whole class. Early intervention comes through the support of teaching assistants working alongside the class teacher; small group work after the session or pre-teaching the key skills to a small group or individual children before the lesson.
• Lessons are designed so that as the key points of the new mathematics are taught, the difficult points and misconceptions are anticipated and addressed. The teacher models, demonstrates, sets tasks, and facilitates the exploration of the mathematics by the pupils. The pupils explore key concepts independently while continuously discussing their thoughts and understanding with their peers.
• The tasks set are based on intelligent practice and carefully build on skills previously taught.
• Significant time is spent exploring, proving and developing deep knowledge of the key ideas needed to underpin future learning.

The structure and connections within mathematics are emphasised, so that the pupils
develop deep learning that can be sustained.

• Key facts, such as multiplication tables and addition facts within ten are learnt and continuously practised to ensure a fluency that supports learning of new concepts.

Impact

How do we know what each child has learnt? What evidence do we have?

We aim for each child to:

• become fluent in the fundamentals of mathematics. This includes, through varied and frequent practice, increasingly complex problems over time.
• use practised models and images to support in their conceptual understanding and assist in the ability to recall and apply knowledge rapidly and accurately.
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
• solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps, using practiced methods and images to seek solutions.
• Maths journals are completed by the children to evidence their key learning in each topic, comparative to their starting points. This allows class teachers to assess any need for revisiting learning for individual children and ensures sticky knowledge.
• Assessment for Learning is embedded in practice, and during the planning stage of each lesson, predicted misconceptions are identified by the teacher, with key questions for different ability. Support is given through maths talk throughout the lesson, with an emphasis on the children discussing a problem and learning from their peers and teachers. With both staff and children continually reflecting on their learning, support and extension are given.
• Maths reflects the highest expectations in the children’s behaviour.

**The DFE Recovery curriculum guidance and NCETM supporting resources identifies assessment questions and activities that will support each child and will be incorporated in the weekly planning stage. This guidance aims to identify “the most important conceptual knowledge and understanding that pupils need as they progress from year 1 to year 6. These important concepts are referred to as ready-to-progress criteria and provide a coherent, linked framework to support pupils’ mastery of the primary mathematics curriculum.”