Subject Leader- Mrs Southward
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the power and use of mathematics and a sense of enjoyment and curiosity about the subject. It helps learners to understand relationships and patterns in both number and space in their everyday lives.
The 2014 changes to the national curriculum in mathematics set out three main aims: to become fluent in the fundamentals of mathematics; to reason mathematically and to solve problems. The rationale for this change is that England is significantly underachieving in terms of developing mathematicians capable of success at GCSE and A-Level. The journey to this success begins at Primary level and targeting those groups identified as able mathematicians are allowed to progress through the curriculum at a faster pace.
How is Maths unique to High Legh?
In 2018 High Legh’s curriculum took on a topic led approach. This involves the NC aims being taught through topics, usually changing at fast pace of 3 weeks’ turnaround. The curriculum has been sectioned into subject related blocks of study. That is, learning through specific areas of study e.g English, Science, History, Geography, Computing, Art, Design and Technology for a period of 2-3 weeks. Maths teaching is also encouraged through the topics, showing explicit links where appropriate. I believe this topic led method delivers a different approach to teaching and learning.
The Mastery-learning model forms the basis of our approach to traditional teaching. This means spending greater time going into depth about a subject as opposed to pushing through areas of maths. Previously, racing through content lead to some children having large gaps in subject knowledge because the concept they had just learnt was either too big or learnt too quickly. As a Primary school, it is our duty to ensure that children have an absolutely solid, concrete understanding of subject knowledge and skills as well as being emotionally resilient for secondary school. It is about deep and sustainable learning for all children.
What Defines Mastery Teaching?
Teaching for mastery is underpinned by 5 key principles:
1. Cohesion: Sufficient time is spent on well planned sequences to ensure that key concepts are developed and deeply embedded before moving on.
2. Representation and structure: Mathematical concepts are explored and understood through strong models and images such as Base 10, 10-grids, Numicon, block modelling, Cuisenaire.
3. Fluency: Factual knowledge (e.g. number bonds and times tables), procedural knowledge (e.g. formal written methods) and conceptual knowledge (e.g. of place value) are taught in a fully integrated way and are all seen as important elements in the learning of mathematics. Children are able to efficiently select the best method from a variety that they have developed to solve problem.
4. Variation: Conceptual variation and procedural variation are used extensively throughout teaching, to present the mathematics in ways that promote deep, sustainable learning. This is especially evident in the practice that children are given in each session.
5. Deep mathematical thinking: The reasoning behind mathematical processes is emphasised. Teacher/pupil interaction explores in detail how answers were obtained, why the method/strategy worked and what might be the most efficient method/strategy.
The National Curriculum for Maths can be found here
Calculation Policy:Calculation Policy (2).pdf
SMSC and British Values