Maths

 

Our beliefs: We believe that ability within Mathematics is not fixed. We are developing the mindsets of children and adults alike to develop a Growth Mindset and a ‘We Can’ attitude to Mathematics. We believe that through quality first teaching and intelligent practice, children learning together and immediate intervention that all children have the potential to ‘go deeper’ and broaden their understanding of mathematical concepts.

 

Our definition of Mastery: At Norton Primary School we have a core set of principles and beliefs for achieving mastery in mathematics. This includes a belief that all pupils are capable of understanding and doing mathematics. Pupils are neither ‘born with the maths gene’ or ‘just no good at maths.’ With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve and enjoy mathematics. Mathematics is mathematics and the key ideas and building blocks are important for everyone.

 

Mastery is not just being able to memorise key facts and procedures and to answer test questions accurately and quickly. Mastery involves knowing why as well as knowing that and knowing how. It means being able to use one’s knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations.

 

For all maths concepts teachers need to ensure that children are “challenged through being offered rich and sophisticated problems.” After developing fluency, children need to show that they can apply their knowledge in mathematics and then move on even further to prove they have mastered the concept.

 

Our Mathematics in Mastery curriculum: In Years 1-6 we have developed our curriculum to allow teachers and learners to achieve a secure and deep understanding of each Mathematical Concept. It is designed to give us the opportunity to address key points individually, ensure that children have a secure and deep understanding of those points, before offering the opportunity to ‘go deeper’ within them. In Early Years and where appropriate in Year 1 the principles of the EYFS Framework will be followed, and there will be the opportunity to ‘Explore Maths’ and develop their understanding of Mathematical concepts through play.

 

Mastery teaching and learning: In every Mathematics lesson you will see the following:

 

     ● ‘Quality first’ teaching; tailored to meet the needs of the learners in each class, and immediate intervention to address gaps in learning where necessary,

     ● Resilient learners with Growth Mindsets and a ‘We Can’ attitude to Mathematics, whatever their previous level of attainment,

     ● Teachers using high-quality questioning to explore children’s understanding and develop it further,

     ● Teachers making use of misconceptions to further understanding of key concepts,

     ● Teachers using a range of methods to explore key Mathematical concepts which appeal to pupils’ different styles of learning, employing concrete/pictorial/abstract representations of Mathematical concepts,

     ● Learners being given the opportunity, through careful planning, to ‘linger longer’ on and ‘go deeper’ in mathematical concepts,

     ● Pupils learning together

     ● Development of fluency, reasoning and solving.

 

Document adapted by: Fran Bussey

Credit to: Amy Hodgson (Gloucester Road), Hayley Nicholls (Coopers Edge Primary) and Steve Lomax

 

At Norton we have worked extensively with Gloucestershire County Council's Mathematics team and the GLOW Maths Hub to embed and sustain a mastery approach to the teaching and learning of mathematics. These principles of deep, connected learning is the foundation of our intent. implementation and monitoring of impact. 

 

 A key part of this is identifying the small but vital steps to understanding, we do this by ensuring that we have a clear progression from EYFS to Year 6. This guides our planning, teaching and assessment.  

The progression maps are structured using the topic headings as they appear in the National Curriculum:

• Number – Number and Place Value
• Number – Addition and Subtraction
• Number – Multiplication and Division
• Number- Fractions (including decimals and percentages)
• Ratio and Proportion
• Measurement
• Geometry – properties of shapes
• Geometry – position and direction
• Statistics

Please note:

Each of the above categories has been divided into subcategories to illustrate progression in key areas.
All programmes of study statements are included and some appear twice. This is indicated in the text. This occurs where:

 

- The statement has central relevance to more than one sub category within a topic;
- The statement has central relevance to more than one mathematics topic. This is done to reflect the aims of the curriculum that pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems (Mathematics programmes of study: key stages 1 and 2 page 3). However the connections made are not intended to be

exhaustive and we seek to support pupils in making other connections.