Mathematics
Our mastery curriculum rejects the idea that a large proportion of people ‘just can’t do maths’ (NCETM 2016). We start the approach in our reception class with NCTEM 'Mastering Number' program and this builds into later years. The approach focuses on the idea that all pupils can achieve depth in their maths learning which can be accomplished by using key principles including:
- representation and structure (effective pedagogies for modelling, concrete-pictorial-abstract approaches, effective use of manipulatives and transition between them)
- coherence (curriculum design, progression of objectives, sequencing learning, small steps, contextualising learning between different areas of mathematics)
- mathematical thinking (effective questioning, identifying patterns and relationships, deep understanding through reasoning and problem solving, supporting children to achieve deeper learning where appropriate)
- variation (progression through representations using conceptual variation, progression through questioning using procedural variation)
- fluency (efficiency, accuracy, flexibility, developing unconscious competence)
These elements of effective mathematics teaching are supported in both the National Curriculum and the Ofsted Inspection Framework.
The approach provides teachers with comprehensive planning materials for each lesson including teaching resources, detailed planning guidance and children’s task sheets, including deeper learning tasks to challenge more able mathematicians.
Maths
National Curriculum
The National Curriculum for Maths aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
At KWPS, we believe that mathematics is a life skill and an essential element of communication, widely used in society, both in everyday situations and in the world of work. Therefore, our high-quality maths education at KWPS provides the opportunity for children to enquire, explore, experiment and make connections within their mathematical understanding; develop the ability to reason mathematically; cultivate an appreciation of the beauty and power of mathematics and a sense of enjoyment and curiosity about the subject. We aim to enable children to develop a deep, long-term, secure and adaptable understanding of Maths and to equip them with the positive mindset that everyone can ‘do’ Maths.
Alongside the EYFS Framework and Early Learning Goals in Reception and the National Curriculum in KS1 and KS2, we use the Lancashire planning resources (Red Rose Mastery in Years 1-5) and, in addition, Reception, Year 1 and 2 all follow the NCETM Mastering Number lessons outside of the daily Maths lesson. Every class takes part in a daily Maths lesson which focusses on recapping and using previous knowledge and skills as well as exploring new learning. Every day there will be the opportunity to practise fluency with mental and oral skills and to reason about their learning through discussion, explanation and/or problem-solving. Rich vocabulary and opportunities for partner and group talk will be included.