Maths
Our Maths Lead, Mrs Loveday Trevisick, has completed the Sussex Maths Hub cycle of training and works closely with the Hub to support all our teachers across the Federation
The following principles and features characterise this ‘Mastery’ approach and convey how our curriculum is implemented using White Rose Maths and elements of NCTEM:
- Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
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The structure and connections within the Mathematics are emphasised, so that pupils develop deep learning that can be sustained.
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Lesson design identifies: the new Mathematics that is to be taught; concrete, pictorial and abstract representations of this; the key points including specific vocabulary; the difficult points, common misconceptions and errors; real-life application/reasoning; a carefully sequenced journey through the learning encouraging fluency and including conceptual and procedural variation, making explicit any connections with previous learning. In a typical lesson, pupils sit facing the teacher and the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion.
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Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
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Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.
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Children’s explanations and their proficiency in articulating mathematical reasoning, with the precise use of mathematical vocabulary, are supported through the use of stem sentences and generalisations provided by the teacher. These help the children to make connections and expose the structure of the maths.
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Stem sentence example:
If I divide by ______, the greatest denominator I can have is______.
- Generalisation example:
The length of one side of any square can be found by dividing its perimeter by 4. -
Key fluency facts, such as multiplication tables and addition facts within 10, are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts. Fluency is explicitly taught in Key Stage 1. It is also revisited in Key Stage 2 in fluency sessions.
Please click on the links below to watch support videos to help understand written methods in Maths.
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maths calculation policy breakdown.pdf
