Intent – What we are trying to achieve?
- Ensure our children have access to a high quality mastery maths curriculum that is both challenging and enjoyable;
- Provide our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to enjoy greater depth in learning;
- Ensure children are confident mathematicians who are not afraid to take risks and to fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
Implementation – How will we achieve this?
Pre-teach: Teachers use assessment for learning (AFL) to quickly identify children who may have difficulty or lack confidence in accessing the following day’s learning. These children participate in the Pre-teach intervention to ensure they are well prepared and confident for this lesson
Recap of previous concepts: We understand that children need to see or hear something more than once if they are to remember and understand it. The key to retention of knowledge and skills is through overlearning so this is built into our teaching sequence.
Learning Boards: Teachers prepare learning boards as a visual stimulus for children to refer to during and beyond the daily Maths learning. The learning boards help children to foster independence, provide worked examples (including in concrete and pictorial forms) and display key vocabulary.
Concrete, Pictorial and Abstract: Pupils are introduced to a new mathematical concept through the use of concrete resources (e.g. counters, cubes etc.) When they understand the concept using physical aids, they progress to the use of pictorial representations of the concrete objects they were using. Finally, they are asked to solve problems where they only have the abstract i.e. numbers or other symbols.
Whole Class Teaching: Following the mastery approach ensures that all children are working towards the same common objective. The goal is that most children meet age related objectives, through different levels of support, and children that grasp concepts quicker are encouraged to deepen understanding through complex reasoning.
Marking and Feedback: The purpose of marking and feedback is to identify and address misconceptions quickly which allows them to make progress within lessons. The children are most responsive to individual live marking and whole class marking which gives them immediate feedback to act upon within a lesson.
Recovery Curriculum: Small amendments have been made to the implementation of the Maths curriculum for the academic year 2020-2021 to ensure that children have the skills required to access age appropriate objectives. Re-cap lessons have been built into the teaching sequence and daily pre-teaching equips children with the necessary understanding to access whole class teaching. An additional afternoon lesson per week ensures children have the required knowledge to access the age appropriate learning which may have been lost due to Covid-19.
Impact – What difference will this make?
We aim to equip children with the necessary mathematical fluency, vocabulary and confidence in order to make links to previously learnt mathematical concepts. Throughout each lesson, children will be encouraged to reason and justify their approaches ensuring they have a deeper understanding of the curriculum objectives. Finally, children will revisit previously learnt concepts through overlearning and be able to demonstrate their retention of skills through end of term and end of year assessments. We believe that, when children leave Clowne Junior School, they will be equipped with the necessary fluency skills and confidence to effectively continue their mathematics education at Secondary school.