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Curriculum Information

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Mastery in Maths

Mastery in Maths
 
Mastery is an approach where all children can achieve at a high standard in mathematics. It is a teaching and learning approach: challenge is provided by going deeper rather than accelerating in to new content. It means being able to use knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations, through problem solving, questioning and deep mathematical thinking. It is important that children have the time and opportunity to master facts, procedures and concepts in mathematics. As a result, teachers will prioritise areas of weakness through their teaching and target time appropriately. Mastery of mathematics is not a fixed state, but a continuum where children are always striving towards something new. It is built continually throughout school and is a valuable tool for life.
 
Features of a Mastery Curriculum
Curriculum Design
Longer units of work, prioritising key topics
Lesson Design
Carefully structured lesson (vary where appropriate) to develop detail and depth in concepts, knowledge, skills and application
Pupil Support
Quick Intervention – picking up and addressing mis-conceptions
Teaching Resources
Carefully chosen examples and activities; varying resources – right resources for the right job (models and images)
Teaching Methods (differentiation)
Keeping the class together; teaching the same topic and aiming for depth of understanding through questioning
Practice
Practice where needed; appropriate consolidation
 
How it is Taught
·         Effective questioning – for deep thinking and for enquiry
·         Practice and rehearsal of key skills and knowledge
·         Exploring contexts beyond the maths lesson (real life contexts or cross curricular links)
 
Levels of Teaching/Questioning
·         Instructional (use of models/images, key vocabulary, demonstration teaching)
·         Qualifying (applying knowledge, making choices)
·         Deep/Challenge (different contexts, levels of challenge, reasoning)
 
 
Expectations
·         All/Most children will achieve at least ARE
·         Deep structural knowledge (LINKS TO FLUENCY IN NUMBER)
·         Examples to make connections between topics
·         Keeping the class together (teaching the same content)
·         Using longer time for key topics
 
Key Threads
1)      Arithmetic (LINKS TO FLUENCY AND UNDERSTANDING OF NUMBER CONCEPTS – AIM 1)
·         Concepts and skills for efficient calculation
·         Understanding – properties and manipulation of numbers
·         Rules and laws of arithmetic
 
2)      Algebra (LINKS TO PROBLEM SOLVING AND REASONING – AIMS 2 AND 3)
·         Missing numbers/number boxes
·         Number balances - equality
·         Using letters to represent numbers
·         Solving equations – linking to problem solving
 
 
 
Reasoning
Reasoning is a key aim of the New Mathematics Curriculum. It is not only important in its own right, but impacts on the other two aims. For example, reasoning about known facts to work out what is unknown will improve fluency. The ability to reason also supports application to new contexts and solving problems. Reasoning is an important factor in a pupil’s success in mathematics: it supports deep and sustainable learning and allows connections between topics and areas to be made.
Strategies
·         Spot the mistake / Which is correct?
·         True or false?
·         What comes next?
·         Do, then explain
·         Make up an example / Write more statements / Create a question / Another and another
·         Possible answers / Other possibilities
·         What do you notice?
·         Continue the pattern
·         Missing numbers / Missing symbols / Missing information/Connected calculations
·         Working backwards / Use the inverse / Undoing / Unpicking
·         Hard and easy questions
·         What else do you know? / Use a fact
·         Fact families
·         Convince me / Prove it / Generalising / Explain thinking
·         Make an estimate / Size of an answer
·         Always, sometimes, never
·         Making links / Application
·         Can you find?
·         What’s the same, what’s different?
·         Odd one out
·         Complete the pattern / Continue the pattern
·         Another and another
·         Ordering
·         Testing conditions
·         The answer is…
·         Visualising
Progression in Reasoning
 
 
Supporting Materials
 
 
Links with calculation policy (DEVELOP FLUENCY)
·         Develop children’s fluency with basic number facts
·         Develop children’s fluency in mental calculation
·         Develop children’s fluency in the use of written methods
·         Develop children’s understanding of the = symbol
·         Teach inequality alongside teaching equality
·         Don’t count, calculate
·         Look for pattern and make connections
·         Use intelligent practice
·         Use empty box problems
·         Expose mathematical structure and work systematically
·         Move between the concrete and the abstract
·         Contextualise the mathematics
·         Use questioning to develop mathematical
·         Expect children to use correct mathematical terminology and speak in full sentences
·         Identify difficult points