At Stratford-sub-Castle Primary School it is our intention to implement and deliver the Mathematics National Curriculum in an active and relevant way, which opens horizons and supports our vision and intent for the whole curriculum.
Our curriculum is unique because of our historical and geographical location, as well as the wonderful natural environment in and around the school. These enhance and drive our curriculum. Although we are socially diverse, we are not culturally diverse. We want to develop our curriculum to increasingly extend our pupils’ horizons and help them to know about and understand that the village of Stratford-sub-Castle, the city of Salisbury and the county of Wiltshire are part of a much, much bigger world. A world which; is ever more connected and interconnected.
The intent of our mathematics curriculum is to design a curriculum, which is accessible to all and will maximise the development of every pupil’s ability and academic achievement. We deliver lessons that are creative and engaging using a mastery approach. The benefit of this approach is it caters for all styles of learners, ensures secure learning for higher attaining pupils and time and support for pupils that find Mathematics more challenging to keep up with their peers. We intend for pupils to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects. We intend pupils to know that it is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. As our pupils progress, we intend for our pupils to be able to understand the world, have the ability to reason mathematically, have an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The overarching concepts for Mathematics at Stratford-sub-Castle Primary are:
- PLACE VALUE: understanding of number
- CALCULATION: using the four operations of number to calculate
- FRACTIONS, DECIMALS AND PERCENTAGES: understanding of the value and calculating with fractions, decimals and percentages
- ALGEBRA: patterns, solving equations and finding unknown numbers
- GEOMETRY: understanding of 2D and 3D shapes
- MEASUREMENT: application of numbers skills in practical situations using a variety of measure units.
Implementation: At Stratford-sub-Castle CE Primary School we are working towards using a mastery approach to teaching mathematics.
Mastery of mathematics is a teaching methodology adopted by the most successful countries in Asia, ranking highest in the world in terms of mathematical attainment by the age of 15. The 2014 curriculum encourages a mastery approach and introduction of the ‘Expected Standard’ for each year group emphasises the importance of children achieving sets of key skills and knowledge. This approach dictates that children, once meeting the objectives, are extended through questioning, deep analysis and exploration to broaden their knowledge. Thus ensuring that concepts are fully and securely understood before moving onto new objectives.
There are the ‘Five Big Ideas’ in mastery which teachers aim to use in lessons.
Taken from: https://www.ncetm.org.uk/resources/50042
An essential part of teaching for mastery is the CPA Approach (concrete, pictorial, abstract). The calculation policy focuses on the links between, and also the progression through, Concrete, Pictorial and Abstract. Teachers go between the three different stages to reinforce concepts.
Concrete is the ‘active’ stage, using concrete objects/manipulatives to solve problems. Manipulatives are chosen for the pupils by the teacher. Manipulatives are selected upon the most appropriate for the concept. Teachers may vary which manipulatives are used for a concept.
Pictorial is the ‘seeing’ stage, using representations of the objects involved in maths problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding, by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem.
Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model and solve maths problems. The ‘abstract’ concept is introduced when children has a firm understanding of the ’concrete’ and ‘pictorial.
In lessons, you will find the teacher engaging in whole class teaching, developing carefully scaffolded examples to build knowledge through small steps. Pupils will be using diennes, rods, counters, tens frames or Numicon to explore new concepts with a great emphasis on securing knowledge of Place value before anything else. Pupils will draw pictures to represent their objects and use part part whole, bar modelling and number lines to show these representations.
Pupils spend much longer than previously on core concepts to ensure that they are secure and embedded before moving onto new learning. Pupils who grasp concepts quickly will be encouraged to go to Greater Depth and use and apply that knowledge to different situations, solving problems and completing investigations. Pupils who are struggling to grasp concepts are not given easier work to do but are supported through targeted support and/or use of manipulatives.
We use White Rose as our main scheme of work across the school as it supports the mastery approach. Regular opportunities are provided to the children, such as activities from nrich and ncetm, to widen and deepen their mathematics understanding.