Maths is taught using the NCETM Five Big Ideas in Teaching for Mastery: coherence, mathematical thinking, representation and structure, variation and fluency. White Rose provides a structure for our long term planning of maths and small steps. However, we draw on other resources from NCETM and our own creation of questions to fit our lesson design.
Intent (What do we want the children to learn and why? What knowledge and skills are taught?)
At Morice Town Primary Academy, our aim is to support pupils to become successful and confident members of society. Our maths curriculum supports this by providing pupils with rich mathematical knowledge, underpinned by a mastery approach to teaching and learning. The mastery approach enables pupils to gain a secure and deep understanding of mathematical concepts, meaning their learning will be revisited and developed but not retaught. An element of focus in our lessons will concentrate on repeatedly practising key number facts, the four operations and place value as these domains have been identified as critical knowledge. Throughout their primary school education, children will progress in becoming confidently fluent in the fundamentals of mathematics, will reason using mathematical vocabulary, and apply their knowledge to complex problem solving. We want to provide our pupils with a curriculum much like a ‘narrative’, which enables pupils to build on their prior knowledge, make connections in their past, present and future learning and open their thinking for new concepts.
Implementation (How are we doing it? How are the pupils going to achieve the acquisition of knowledge? How does the curriculum delivery this?)
- A mastery approach (the five big ideas NCETM), which strengthens and deepens mathematical knowledge and understanding of processes and concepts so that pupils can effortlessly recall on these facts/procedures, enabling their working memory to tackle new and complex thinking. This relies on teachers not rushing the learning journey.
- Embedded fluency knowledge (daily Quick Maths, which provides each year group with key number facts and times tables focus for Y3 and 4) that enables pupils the skills to solve and tackle complex reasoning and problem solving questions.
- A lesson design that breaks down learning into small chunks and builds progression – revisit prior knowledge (small step), fluency, reasoning and problem solving.
- Immediate feedback that supports pupils to both progress through challenge (ROARR challenge) and address misconceptions (adult intervention). Children purple pen and self-mark after each learning opportunity.
- Exit ticket and Maths scoop (pm intervention) to enable children to become assessment capable learners and for adults to give extra support to those children before moving onto the next step in their learning. Closing the gaps.
- In EYFS, Maths is taught after lunch. EYFS also follow the mastery approach and whole class teaching. Maths is planned on flip charts and the vocabulary is shown on each slide to support children and support staff to use the correct vocabulary. Also, steps to success is also shown and discussed with the children.
- The EYFS framework is structured so that one week is spent on one small step (e.g. compare amounts). This is to ensure that children have fully understood the concept and has an adequate amount of time to explore the objective so that their understanding is embedded. Supporting our mastery pedagogy.
- The progression of learning is evident throughout the lesson and week as they build on concrete to pictorial representations. They explore different vocabulary (more than / fewer) and variation of concepts.
- Teachers questioning throughout the week is expanded to build on the children’s articulation.
- In addition, children are also developing their reasoning skills using questions such as: odd one out / same but different
- Scoops labelled on tapestry with subheadings (also for Nursery)
- End of the week you will see work in books which shows understanding of the LO in pictorial form. Throughout the week you will see evidence on tapestry of the children exploring and understanding concepts using concrete resources.
- ROARR challenges are evident at least three times a week.
Special Educational Needs (SEND) pupils:
All children access the same learning goal in maths. Children with SEND are enabled to meet the same learning goal with adult support, manipulatives, aids and the expectation is clearly given to those individuals. There is subtle differentiation within each learning opportunity to ensure that all children can access a question but other children are stretched with challenge. Children on the SEN register may be given a Maths target on their IEPs, which will be monitored in lessons and through interventions.