Mathematics Mastery

Mathematics Mastery

Curriculum Intent

Our intent has been built from EEF research, which demonstrates that pupils make more progress in a Maths Mastery Programme. The National Curriculum is our starting point and in our Mathematics Mastery curriculum, this is expanded on aiming to build strong understanding of key mathematical concepts using a concrete, pictorial and abstract approach.

Our intent in mathematics is for all pupils to build strong maths skills through a well-sequenced and interlinked EYFS and KS1 curriculum that ensures pupils build fluency and a deep understanding of mathematical concepts.

We aim for all pupils to make good progress through being equipped to understand maths concepts in enough depth to apply their maths knowledge in unfamiliar areas. The Mathematics Mastery Curriculum is well-sequenced and is progressive year on year – aiming for the development of a deep understanding of mathematical concepts.

We aim for pupils to learn and use key mathematical vocabulary through interactive, well-paced lessons with ‘do now’ tasks, ‘talk’ tasks and independent tasks with appropriate individual challenge. Mathematics Mastery aims to keep pupils fully engaged and enjoying lessons, boost mathematical confidence, building a growth mindset mathematical fluency.

We aim for pupils to be able to reason mathematically, explaining their mathematical thinking; and to solve problems by applying their maths skills and knowledge – making connections across mathematical ideas and applying their maths knowledge in other subjects.

We involve parents in their child’s learning in maths through welcome meetings, open lessons and ‘Maths with Parents’ homework, as well as maths homework tasks in Key Stage One.

Curriculum Implementation

We have a high expectation for all pupils to achieve well in maths through giving every pupil access to the same content, progressing through the curriculum at the same pace. Pupils are not accelerated through the curriculum and are appropriately challenged through differentiation, where scaffolding and constraints are used along with individual support and intervention, such as pre and post teaching. Chilli challenges are problems or challenges that are used to ask pupils to explore, use and apply concepts, skills, and knowledge to stretch thinking and reasoning.

Differentiation of the curriculum is achieved through scaffolding and constraints, creating opportunities for depth, and through individual support such as pre and post teaching. The curriculum is methodical and cumulative, building in tasks that foster conceptual and procedural knowledge through practise and consolidation and carefully designed variation to build strong understanding of the underlying mathematical concepts.

Pupils who struggle are given extra support through additional practises through pre or post teaching, 1:1 support or small group interventions so that any gaps can be lessened.

Mathematics Mastery lessons encompass three dimensions of depth and pupils are immersed in a concrete, pictorial, and abstract approach, aiming to develop a deep understanding of maths studied:

  • Conceptual Understanding (tasks sequenced in logical progression to establish connections and make comparisons / multiple representations to develop different perspectives)
  • Language and Communication (talk is an essential part of every lesson with specific vocabulary practised as well as verbal reasoning / use of mathematical language strengthens conceptual understanding by enabling pupils to explain and reason / talk tasks are part of every lesson to help this development)
  • Mathematical Thinking (the MM approach supports children to be systematic, to generalise and to seek out patterns – through considered questions and prompts).

Maths lessons consist of five parts:

  1. ‘Do now’ task which reviews previous learning and encourages fluency
  2. ‘New learning’ – introducing the main mathematical concepts for the day’s lesson
  3. ‘Talk task’ which practises the new learning – talking about the maths using key vocabulary
  4. ‘Independent task’ where pupils can practise independently. Chilli challenges offer extra challenge to deepen mathematical thinking, make connections, to reason and problem-solve.
  5. ‘Plenary’ where the teacher recaps on the lesson and learning and understanding can be checked.

Marking and feedback is a key part of pupils’ learning as they are able to respond to what their teacher is saying about their learning, giving them valuable opportunity and time to make corrections or to take their learning further through challenges set.

Each class has maths meetings as least two times per week to re-visit key maths knowledge at a fast pace to build fluency and commitment to long-term memory.

Click on curriculum map below

Curriculum Map

Pupils have the opportunity to apply and use their maths knowledge and skills across the curriculum e.g. in science, geography and history. Some examples of this are:

  • Using stop watches to measure time e.g. in PE or Science
  • Measuring distance in outdoor learning, PE or small world play in EYFS
  • Counting up class dojos and adding the class totals together for celebration assembly
  • Counting and totalling money donated for ‘wear it different’ day
  • Use of timelines and dates in history and the passing of time
  • Data collection and interpretation in science and geography
  • Creating shapes at playtimes

Impact

Impact of our maths curriculum is measured both formally and informally through monitoring progress made by pupils throughout each year and progress towards end of year and end of key stage expectations – with the majority achieving very well, reaching at least expected by the end of Key Stage One, and with a good number of pupils working at greater depth.

We monitor and note pupils’ enjoyment of and engagement in maths through learning walks, pupil discussions and questionnaires as well as their level of confidence, resilience and growth mindset when doing maths tasks.

We can see positive impact of the Mathematics Mastery approach where our pupils demonstrate confidence when talking about their learning in maths, using key mathematical vocabulary taught, and showing confidence when explaining their tasks, strategies used, and reasoning, showing a good level of understanding of mathematical concepts.

Positive impact is seen where pupils are aware of how maths is used in everyday life and where they can use their knowledge and maths skills across the curriculum with confidence. It is also notable where pupils demonstrate secure understanding and fluency when recalling number facts and procedures as well as recognising patterns, relationships, and connections in maths.

Click below for progression skills 2021-22

Maths Progression Knowledge and Skills 2021-22

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