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  • Williton, Taunton,
  • Somerset, TA4 4SF,
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MATHS

MATHS A MASTERY APPROACH

MATHS A MASTERY APPROACH 1
MATHS A MASTERY APPROACH 2

MATHS OVERVIEW FOR AUTUMN TERM

 

Number: Place value


Number: Addition and Subtraction


Measurement: Length and Mass Graphs


Multiplication and Division

An engaging and accessible style of mathematics teaching, inspired by Singapore and Shanghai. This approach enhances mathematical understanding, enjoyment and achievement for every child.

 

At St Peters, we have high expectations for ALL our children and we firmly believe that all children can become confident and skilled mathematicians.

Our aims are that our children gain: 

  • Deep and sustainable learning
  • An ability to build on previous knowledge
  • An ability to reason about a concept and make connections
  • Sound procedural and conceptual understanding 

 

What you will typically see:

  • The large majority of our pupils progress through the curriculum content at the same pace.
  • Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.
  • Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up.

 

Teachers will use the concrete, pictorial and abstract approach (CPA) to ensure that procedural and conceptual understanding are developed simultaneously.

 

Curriculum map Pupils spend far longer on key mathematical concepts in number, those children who grasp the concepts more quickly are given opportunities to deepen their knowledge and improve their reasoning skills rather than accelerating on to new curriculum content.

 

Lesson Design Teachers recap previous learning then they introduce the next step to the children. They use concrete apparatus and visuals to enforce the concept. Children have the opportunity to practise the new skills using carefully crafted and varied questioning. The children will have the opportunity to feed back and explain how they solved the problems. The teacher will then explain and demonstrate the next stage of the learning.

 

Support Staff During the teacher input, teaching assistants should spot the children who do not grasp the concept as quickly as the others. The teacher then has the opportunity to work with those children while the others practise. During the practice activities teaching assistants will work with different children to support and assess learning. The children should, as far as possible, practise their skills independently and an over reliance on TA support should be avoided.

 

Differentiation Differentiation will be seen by children working on differing complexities of problems within the same objective. ‘Rapid graspers’ will have challenging problems to solve to ensure that they continue to make progress. There will be some children who are using practical equipment for longer in order to support learning.

 

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