Mathematics
What Does Maths Look Like at Mead Vale?
Here at Mead Vale, our intent is to ensure that all children develop the necessary skills and knowledge to be confident, competent mathematicians.
We do this by:
Ensuring that teachers and pupils use full sentences to express their mathematical thinking and reasoning confidently.
Teaching lessons using the concrete, pictorial, abstract (CPA) pedagogical approach to secure a deep and sustainable understanding
Working to ensure that all pupils are fluent in the fundamentals of mathematics (number facts and multiplication tables to 12 x 12)
Providing continuous professional development to teachers to ensure that they have strong subject knowledge within the subject, including possible misconceptions and how to mitigate against the risk of potential failure
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The Mastery Approach
“Many people think that some students can work to high levels and some cannot because of the brains they are born with, but this idea has been resoundingly disapproved. Study after study has shown the incredible capacity of brains to grown and change within a remarkably short period of time.” – Professor Jo Boaler, Stanford University
We adopt a mastery approach to teaching maths:
Mathematics teaching for mastery assumes everyone can learn and enjoy mathematics.
Mathematical learning behaviours are developed such that pupils focus and engage fully as learners who reason and seek to make connections.
Teachers continually develop their specialist knowledge for teaching mathematics, working collaboratively to refine and improve their teaching.
Curriculum design ensures a coherent and detailed sequence of essential content to support sustained progression over time
The Five Big Ideas
The NCETM have drawn upon research to identify five big ideas that are key to successfully adopting a mastery approach to teaching maths. In a typical maths lesson at Mead Vale, the five big ideas are key in our approach to the teaching of maths:
What this looks like for us?
EYFS
We have created a curriculum around each aspect of the educational programme which is sequenced for progression and depth. We will develop this learning by exposing children to the same thinking across a range of different contexts. We will further encourage learning to be deepened by asking children to represent their mathematical thinking in other ways. For example, through talk, manipulatives, pictures or symbols. We will enhance our provision by ensuring that the mathematical area, in the classroom, supports learning and development of what is being taught. This will include mathematical books that will have been read to children. We will also ensure that children have time to consolidate and apply their knowledge, concepts and skills, particularly in term 6, to ensure a smooth and effective transition into Year 1.
Years One and Two
In KS1, we use the NCETM Curriculum Prioritisation materials to support our teaching of maths.
This resource provides coherent sequencing for the primary maths curriculum. It draws together the DfE guidance on curriculum prioritisation, with the high-quality professional development and classroom resources provided by the NCETM Primary Mastery PD materials.
Curriculum prioritisation materials provide:
Small, logically-sequenced steps to aid children’s learning
Bespoke subject knowledge guide to aid effective teaching of maths
Opportunities to review, practise and consolidate learning
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Mastering Number
To further support learning of the fundamentals of maths, we also use Mastering Number in KS1, in addition to our maths curriculum. Mastering Number aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.
https://www.ncetm.org.uk/maths-hubs-projects/mastering-number-at-reception-and-ks1/
Year One:
Year Two:
In line with recommendations from the NCETM, we are adopting a staggered approach to implementing the curriculum prioritisation materials as our maths curriculum. The next stage of which will be to introduce it into Year 3 next year (2024/2025).
Key Stage Two (Years 3-6)
In KS2, we follow the White Rose mastery scheme for maths. White Rose is influenced, inspired and informed by the work of leading maths researchers and practitioners across the world and brings together a team of highly experienced and passionate maths teaching experts to train, guide, help and support schools. Our KS2 teachers are receiving ongoing CPD and support from a Boolean maths specialist as part of our journey to mastery.
We also use the ‘Ashley Down Times Tables’ approach to support our children’s learning of the fundamental times tables knowledge required to be successful.
Year 3:
Year 4:
Year 5:
Year 6:
