‘Every child a mathematician’
Mathematics is vital for the life opportunities of our children. Our aim is for all children to think mathematically, enabling them to reason and solve problems in a range of contexts.
At Adderley Primary School, our Mathematics Mastery curriculum has been developed to ensure every child can achieve excellence in mathematics. Children can experience a sense of awe and wonder as they solve a problem for the first time, discover different solutions and make links between different concepts; providing pupils with a deep understanding of the subject through a concrete, pictorial and abstract approach. This ensures pupils fully understand what they are learning. The design of the Mastery curriculum caters for the needs of every child; including different abilities, pupils on the special educational needs and disabilities register and pupils with English as an additional language.
Key features of our Maths Mastery curriculum:
- High expectations for every child
- Fewer topics, greater depth
- The answer is just the beginning – Focus on mathematical thinking, language and reasoning
- Concrete, pictorial and abstract resources
- Calculate with confidence– understand why it works and make links.
The National Curriculum is delivered through the use of Mastery Schemes of Work such as; Maths No Problem and White Rose. The termly overviews identify the objectives for each topic block which are derived directly from the National Curriculum. The objectives in each block are broken down in to a series of carefully planned small steps. The content should be taught in order as it is designed to gradually develop children’s understanding and show progression.
How are lessons taught?
Each Lesson demonstrates the ‘Five Part Model’.
|Five Part Model|
|Mathematical Talk||Mathematical Talk – Vocabulary introduced and modelled.
Questions and sentence stems (specific to the topic). These would run throughout the lesson.
|Exploring – One problem or stimulus presented to the pupils (based on the lesson) and they are encouraged to explore it. This used as an AFL opportunity.
Say it – Tell it – Prove it!
|2. Modelling||Modelling – different representations, procedure and written method.
In the hands – On the board – In the head!
|3. Application||Pupils independently work, where they practice the fluency with variation in task -designed to fully secure the leant concept and extend pupil’s thinking.|
|4. Challenge||Problem and solving and reasoning.|
|5. Plenary||Address misconceptions, Moving the learning on, Pupil Voice, What have we learnt?|
- All children will have a greater conceptual understanding of number and calculation. They will be able to visualise and generalise more readily due to a more in-depth understanding.
- All children will be fully supported through accessing concrete equipment and use of visual models to support understanding.
- All children will be challenged through exposure to unfamiliar problems, development of reasoning skills and by exploring multiple ways to manipulate numbers and solve problems.