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Philosophy for Teaching Maths
Vision
Our primary goal is to deliver mathematics in a way that is exciting, engaging, and inclusive, empowering all children to make meaningful links to real-life contexts.
Intent
- To develop a deep and secure knowledge of mathematics at all stages (mastery)
- To foster positive, confident and inquisitive attitudes (“It is...” not “Is it...?”)
- To help students identify patterns and use a range of creative and flexible approaches to solve problems and perform calculations. (mental dexterity).
Mastery in Maths
For each child at WJS, we strive to teach in a way that develops a deep understanding of every part of the maths curriculum. Teaching accurately, concisely and consistently across year groups increases the chance that a child will retain their learning and be able to apply it in future. This is achieved through a curriculum and teaching sequence that builds step by step, not only within each lesson but across the whole key stage. Ultimately, as learners we engage, persevere and eventually succeed at things that we enjoy. The most fulfilling sense of enjoyment is found in being successful. When a child understands, they succeed. When they succeed, they enjoy.
The Foundation:
At WJS the structure of how we teach maths is taken from NCTEM’s Curriculum Prioritisation model (www.ncetm.org.uk) This, in conjunction with our Blueprint for Learning, creates a clear, intentional curriculum. Children are taught in mixed ability classes. Class arrangements are established based on Point In Time Assessment and the professional judgement between year group teachers. The curriculum is taught through seven strands: number and place value, number facts, addition and subtraction, multiplication and division, fractions, geometry and other. Each strand is broken down into individual teaching objectives and success criteria. Lessons include an appropriate mix of fluency, reasoning and problem-solving questions that give each child opportunity to apply the knowledge they have acquired.
Organisation of Maths Curriculum
Each year group follows the relevant NCTEM’s Curriculum Prioritisation Map. These guarantee that the National Curriculum objectives are covered from the time they enter the school until the time they leave in Year 6. For each unit there are a list of learning outcomes or success criteria that the teachers use to inform their planning and teaching. Teachers are encouraged to use their professional judgement and experience, using a variety of teaching styles and questioning.
The National Curriculum forms the basis for our planning: setting out expectations in year groups. As a school, we teach for Mastery where all children can achieve in Mathematics.
A yearly overview ensures full coverage of the National Curriculum. The curriculum is broken down into blocks which are planned systematically with many opportunities for embedding skills with problem solving. Each strand is broken down into individual teaching points/small steps which support the teaching sequence and success criteria for every lesson.
The curriculum is taught through the following strands: number and place value, addition and subtraction, multiplication and division, fractions, measurement, geometry and statistics.
Children are taught in mixed ability classes. Class arrangements are established based on Point In Time Assessment and the professional judgement between year group teachers.
Structure of Lessons
At the start of each lesson children complete a daily fluency activity. These are made up of reinforcing previous teaching points, arithmetic practice or redressing of misconceptions. Following our Blueprint for learning, the next part of the lesson is a combinations of “I do, We do, You do” activities. Teachers introduce new subject specific vocabulary. Teachers use a mixture of concrete, pictorial and abstract (CPA) inputs to develop the pupils’ understanding. Children then complete differentiated independent tasks including a fluency, reasoning and problem solving questions. Thorough the session, teachers regular check in with the pupils, work with small groups and continuously perform formative assessments to gauge the learning. Finally, lessons finish with exit tasks or an element of summative assessment. When necessary teacher will also pre-teach a teaching point of next lesson.
Key Considerations
- The whole class focus on the same learning objective with no differentiation by acceleration to new content; however, the learning needs of individuals are met through either focussed input, careful scaffolding, skilful questioning and appropriate rapid intervention in order to provide the necessary support and challenge.
- Learning is broken down into small, connected steps building on what children already know.
- Factual, procedural and conceptual knowledge are taught in a fully integrated way and are all seen as important elements in the learning of mathematics.
- Misconceptions are taken into consideration when planning lessons.
- Maths should be presented in different ways to develop conceptual understanding and children should have access to manipulatives to explore and present their findings not only in a written form but also visually (CPA approach: concrete, pictorial and abstract).
- Carefully devised exercises employing variation are used. These provide intelligent practice that develops and embeds fluency and conceptual knowledge.
- High quality materials and tasks are used to support learning and provide access to the mathematics integrated into the lessons.
- Each lesson will begin with a Daily Fluency activity where children will practise and revisit previously taught concepts.
