Mathematics
Intent
In our holy family, we all thrive socially, academically and spiritually to our fullest potential.
Studying mathematics stimulates curiosity, fosters creativity and equips children with the skills they need in life beyond school. Being able to efficiently use a wide range of maths skills will enable pupils to access a wide range of experiences as well as being able to support them in their learning in other areas of the curriculum. Therefore, we intend to provide the highest quality maths education for all, which will be used successfully in each and every career our children choose in later life.
Implementation
Maths Mastery is taught from FS2 through to Y6, covering all aspects of the National Curriculum.
Each child is taught Maths every day, using both a Maths Meeting at the start of the day, lasting 15 mins, and a main lesson later in the day.
The Maths Meeting is a recap and consolidation session of objectives and skills the children already know.
The main lesson consists of 6 parts:
- Do it Now
- New Learning
- Talk Task
- Developing Learning
- Independent Task
- Plenary
All vocabulary is introduced and explained using Knowledge Organisers. This six-part lesson gives a structure through which to implement the pedagogical principles of the curriculum. The different parts of the lesson allow teachers to bring the different dimensions of depth to the foreground. Having a consistent structure for each lesson ensures that learners are exposed to the pedagogies associated with each dimension.
In Foundation, the lesson is structured differently and they complete the ‘Do Now’, ‘New Learning’ and ‘Talk Task’ before going into continuous provision, which will include at least one activity that matches the lesson they have just been taught. There will also be activities from the previous week’s Maths learning available to them in the continuous provision. The teacher would expect to see the children accessing this learning independently at this point. This lesson structure is slightly different compared to the rest of the school to ensure our Early Years children learn in ways best suited to their age and stage of development.
The Dimensions for Depth
The Dimensions for Depth are the core principles in our Mathematics Mastery programme and underpin every lesson. “In order to solve problems (real-life or otherwise) effectively we need to engage each of these three principles” (Helen Drury, 2014).
Principle 1. Conceptual Understanding
Mathematics tasks are about constructing meaning and making sense of relationships. Learners deepen their understanding by representing concepts using objects, pictures, symbols and words (CPA Approach).
Principle 2: Language and Communication
Mathematical language strengthens conceptual understanding by enabling pupils to explain and reason.
The content of our curriculum carefully progresses in order to induct learners into the mathematical community. This often starts with more informal language initially, building up to formal and precise mathematical language. Talk tasks are part of every lesson in the curriculum to help with this development.
Principle 3: Mathematical Thinking
Our curriculum is designed to give learners the opportunities to think mathematically.
Throughout the curriculum, tasks are set that require learners to specialise and generalise, to work systematically,
Concrete-Pictorial-Abstract (CPA)
We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support this, we use a Concrete-Pictorial-Abstract (CPA) approach to teaching mathematical concepts. Reinforcement of learning is achieved by going back and forth between these representations, building pupils’ conceptual understanding instead of an understanding based on completing mathematical procedures.
- Concrete – the doing: A pupil is introduced to an idea or a skill by acting it out with real objects. This is a ‘hands on’ component using real objects and it is the foundation for conceptual understanding. ‘Concrete’ refers to objects such as Dienes apparatus, fraction tiles, counters, or other objects that can be physically manipulated.
- Pictorial – the seeing: A pupil may also begin to relate their understanding to pictorial representations, such as a diagram or picture of the problem.
- Abstract – the symbolic: A pupil is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6. This is the most formal and efficient stage of mathematical understanding. Abstract representations can simply be an efficient way of recording the maths, without being the actual maths.
Also see Calculation Policy for specifics of methods of calculation.
Assessment will be completed primarily through ongoing teacher assessment – and an end of term Maths Mastery test to support that assessment. Assessment grids support teachers and children to support formative assessment.
Teachers will summarise pupils’ attainment against the objectives that have been covered. This summative assessment will be collated on a termly basis. This enables teachers to monitor pupils’ progress against prior attainment and targets and plan next steps.
Teachers will identify gaps in learning and address these on an individual level, group level or class level where appropriate using a range of assessment for learning techniques. Same day intervention should take place at some point the same day wherever possible.
