Maths
We will be launching a new maths curriculum in September 2019. Our new calculation policy and other information linked to this will be available in due course.
The National Curriculum for Maths
The National curriculum for mathematics 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
(National curriculum page 3)
The current National Curriculum document says:
‘The expectation is that the majority of children will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.’ (National curriculum page 3)
At the Bilingual Primary School, we aim to implement these requirements by teaching a mastery curriculum. The essential idea behind mastery is that all children need a deep understanding of the mathematics they are using so that future mathematical learning is built on solid foundations.
There are four key aspects to mathematical mastery:
- A mastery approach
This includes a belief that all pupils are capable of doing and understanding maths, given sufficient time. With good teaching, appropriate resources, effort and a ‘can do’ attitude, all children can enjoy and achieve in mathematics.
- A mastery curriculum
This offers one set of mathematical concepts and big ideas for all pupils. All children need access to these concepts and ideas and to the connections between them.
- Teaching for mastery
This involves keeping the class working together on the same topic, whilst at the same time addressing the need for all pupils to master the curriculum and for some to gain greater depth of proficiency and understanding. Challenge is provided by going deeper rather than accelerating into new mathematical content. More time is spent on teaching topics to allow for the development of depth and sufficient practice to embed learning.
- Achieving mastery of particular topics and areas of mathematics
Mastery is not just being able to memorise key facts and procedures and answer test questions accurately and quickly. It involves knowing ‘why’ as well as knowing ‘that’ and knowing ‘how’. It means being able to use knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations. Mastery of facts, procedures and concepts needs time to explore the concept in detail and time to allow for sufficient practice to develop fluency.
It is inevitable that some pupils will grasp concepts more rapidly than others and will need to be stimulated and challenged to ensure continued progression. However, these pupils will benefit more from enrichment and deepening of content, rather than acceleration into new content which will provide superficial understanding.