Rockbeare C of E vision of the teaching of mathematics
Here at Rockbeare, we have looked to implement a mastery curriculum within mathematics. We believe that the principles of a mastery curriculum enable Rockbeare to achieve the aims of the 2014 National Curriculum. The key principles to our approach consist of:
Believing that all children can learn all mathematical content through a coherently sequenced curriculum which enables children appropriate time for concepts to mature.
Understanding concepts deeply, recognising that there is no limit to the depth of knowledge a pupil can learn about a concept.
Knowing and ensuring children have a secure understanding of prior knowledge before moving on to later concepts.
Allowing children to make connections within and across year group content.
Pupils recognising that their own effort matters.
What does this look like in practice?
Teaching a new concept will begin with a hook. This may be in the form or a recap of prior knowledge, application to real life, a problem which may be initially difficult to solve, however, may be solved by the end of the teaching sequence.
Concepts are planned into small, progressive steps which draw upon wider connections within the mathematics curriculum. Prior learning is explicitly linked to new learning to further enhance clarity.
Teachers engage in collaborative planning opportunities in order to develop understanding of the mathematical journey, professionally questioning decisions regarding coherence.
Throughout the planning process, misconceptions are identified and deliberately planned into sequences to promote mathematical reasoning by pupils.
Teachers are expected to know why they have chosen questions within their lessons and how these support concept development or mathematical thinking.
Explicit sessions focussed on number facts and calculations are taught to develop both accuracy and efficiency.
Prior to teaching new content, previous learning is revisited which is then linked to new learning.
Retrieval opportunities are found across all learning. This may be at the beginning of a lesson through our retrieval grids or through prior concepts being built into questions during a pupil’s independent practise.
Lessons will include short episodes of teaching followed by opportunities for students to ‘do’ within a guided environment. These include, using manipulatives to represent the maths, verbally rehearsing the language to explain and/or opportunities to take part in a range of practise activities.
Opportunities for all children to dive deeper into content are provided.
Depth of understanding is promoted through high levels of discussion within the classroom, ensuring children articulate their mathematical thinking as well as considering alternative approaches towards a problem. There are also a range of independent practise opportunities, provided for a specific purpose, within the lesson.
A series of ready-to-progress assessments and end of block assessments are used to ensure all children are keeping up with the content.
Rigorous formative assessment is in place within lessons to guarantee all children progress within the lesson. Should a child not keep up with the lesson’s content, rapid intervention opportunities across the school are in place to enable the child to be ready for the next lesson.
Whole School Practices
Underpinning our whole school practice is the belief that all children can achieve in mathematics.
All staff understand the importance of recognising a child’s understanding and building from this.
Teachers are expected to assess formatively within each lesson, ensuring all children have kept up with the learning.
Teachers build in catch up opportunities to ensure children are ready to access the next step.
Where necessary, teachers may decide to pre-teach to build pupil’s confidence for the lesson ahead.
Feedback for learning takes place within the lessons verbally or through immediate intervention.
It is ensured that SEND children have an ambitious curriculum. Where a SEND pupil is maintaining pace with the class’s learning journey, they would continue with appropriate in class support where necessary.
Should a child be significantly behind the class’s curriculum, small group work outside of the lesson, but not necessarily outside of the classroom, would take place to allow the pupil to move on from their starting point.
Below is an overview of the areas taught over the course of each year group. You can also find reference to the key indicators that we use in school to support our understanding for whether your child is meeting the Age-Related Expectation.