What is the school trying to do to take maths forward to a mastery of maths approach?
From September 2015 planning and teaching of mathematics will be based upon a mastery approach whereby children are given a deeper and broader understanding of the key mathematical concepts rather than being accelerated quickly through new content. We will follow the medium term mathematics plans written by the Liverpool mathematics team and will also use White Rose Hub small steps and reasoning resources.
What might be observed in a maths lesson?
Review of marking and feedback
Children working on related objectives
Basic skills practise
Teacher modelling & demonstrating – through images/manipulatives/ use of ICT – Small steps
Children using manipulatives/practical equipment – concrete conceptual understanding – Variation, representation and structure
Vocabulary – mathematical and reasoning vocabulary promoted throughout
Growth mind set culture where children learn from their mistakes
Open and probing questioning to deepen children's thinking – Mathematical thinking
Group work/ paired work/ independent work
Practice and consolidation or enquiry/problem solving tasks, dependent on stage in teaching sequence - Fluency
Application of skills in a variety of contexts to deepen understanding Problem solving and reasoning
Teaching assistant working with targeted children/group
Self assessment of learning
Peer assessment of learning
* Please note lesson structure will be very dependent on learning outcome/ stage in teaching sequence. Sometimes children will work independently from the start while others lessons will involve more teacher led modelling and interactive teaching.
How are interventions addressed quickly so that pupils can keep up?
Teacher/Teaching assistant focus groups are monitored and activities adapted during the lesson if necessary
PP+ children targeted - afternoon support KH/ST
Targeted support – afternoon KD
1:1/ small group intervention following the lesson on the same day for children who have not grasped concepts
Pre-teaching to targeted children before new concepts are introduced – morning intervention groups
How are rapid graspers stretched?
Broader enrichment tasks in a range of contexts
Opportunities to write explanations
Opportunities to explain to others
Opportunities to generate own questions and problems - innovate
How is attainment and progress in mathematics tracked?
Daily marking and feedback identifies misconceptions which are then used as teaching points in reflection time
Intervention children – evaluation of learning by TA/Teacher
On-going review of KPIS/Learning objectives with a termly teacher judgement against an AWL standard
EYFS baseline autumn term/assessment tasks/observations
Y1-6 formative assessment – tests used alongside teacher assessment based upon class work/observations
Scaled scores from formative assessments inform school tracking system
Primary progress tracker