Being a Musician

Intent

At Scott- Broadwood we aim to develop mathematicians of the future, where maths is a practical subject enjoyed by all. Challenges are accepted and solved and mistakes are recognised as part of the learning journey. A deep and rich mastery understanding of maths is an opportunity for all. Through the NCETM research and our understanding of how Singapore maths is implemented, we aim to imitate a style and culture of maths where children grow up reaching their full continuing potential. We want children to learn, live and love maths as they understand its importance within our world. 

Teaching Mastery is a transformational approach to maths teaching. When taught to master maths, children develop their mathematical fluency without resorting to rote learning and are able to solve non-routine maths problems without having to memorise procedures. Simply, maths lives within them. 

Successful curriculum progression is planned from the beginning of a pupil’s education through focusing on core content, to develop pupils’ motivation and to allow more breadth and depth later. Teaching is underpinned by knowledge of developmental progressions which supports identification of what needs to be learned next as well as the prerequisite knowledge needed (to inform assessment). Consistent and developmental use of core manipulatives and representations. All staff have a deep understanding of the role of representations in the development of mathematical understanding. Children are empowered to ‘own’ their learning through planned problem-solving approaches and investigative tasks, building on their keen and natural ability to problem solve. Teachers are confident in pedagogical subject knowledge in all strands of mathematical learning. Consistent teaching approaches are used throughout the school, including the curriculum within a year – carefully planned sequences of lessons are modified for the specific group.

The planned curriculum details the core facts, concepts, methods and strategies that give pupils the best chance of developing proficiency in the subject. Across all year groups there is a clear programme of learning embedded in practice and continually reviewed and improved through lesson study and reference to a wide range of research.

The teaching of linked facts and methods is sequenced to take advantage of the way that knowing facts helps pupils to learn methods and vice versa; mastering number is used to deliver basic maths skills and fluency and is taught on a daily basis. There is commitment from all staff to the consistent and developmental use of core manipulatives. All staff have a deep understanding of their role in the development of mathematical understanding. Evidence of a coherent school curriculum (core content, NC) that has been planned to enable pupils to make connections across and within different areas of mathematics, e.g. teaching addition and subtraction in parallel. Use variation strategies by planning strings of related questions/ problems to delve into children’s developing understanding.

Sequences of learning allow pupils to access their familiarity with the facts and methods they need in order to learn strategies for solving problem types. Children are taught with a ‘small steps’ approach and master each step before moving on.

Implementation

We deliver maths through the White Rose scheme of work, whilst at the same time choosing additional resources (NCETM) to supplement our maths offer.

EYFS follows the scheme of work from White Rose. An explicit 20 minutes maths input is taught every day, with then carefully planned provision activities set up around their learning space ready for them to ‘move into’. Maths learning in EYFS is practical and aims to develop a strong understanding of number sense. Maths in EYFS is about discovery, making connections and embedding a strong understanding of the early key concepts of maths. The initial weeks of the Autumn term in Year 1 mirror similar learning setups as Reception. 

A typical maths lesson involves reviewing and consolidating basic maths skills through Mastering Number which then leads into a maths lesson which contains opportunities for mathematical reasoning and problem solving as well as regular use by children of concrete resources to support their awareness and understanding of number.

A central component in the delivery of Mastery maths is to develop 5 key areas: fluency, reasoning, problem solving, representation and cohesion - this is from NCETM research: 

Coherence

Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts. 

Representation and Structure

Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation 

Mathematical Thinking

If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others 

Fluency

Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics 

Variation

Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure. 

To provide wholesome Mastery teaching, we aim to feature all 5 ideas within every maths lesson. 

Impact

The children at Scott Broadwood enjoy their learning in maths. It is a practical subject taught through the direct use of shared manipulatives. The teaching emphasis on problem solving ensures pupils have the confidence to independently reason through acquired knowledge and established fluency.  Our aim is to ensure that all our children are able to explain and articulate their mathematical thinking, both verbally and where appropriate in written form.