Maths at Broadhempston is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of a topic and be able to build on this over time, creating a ‘tool kit’ of mathematical strategies for life.
There are 3 levels of learning:
Shallow learning: surface, temporary, often lost
Deep learning: it sticks, can be recalled and used
Deepest learning: can be transferred and applied in different contexts
The deep and deepest levels are what we are aiming for by teaching maths using the Mastery approach. The intent of our mathematics curriculum is to teach a rich, engaging and balanced curriculum, which builds on previously acquired knowledge and skills. Children will become fluent in the fundamentals of mathematics then develop their skills to be able to reason and problem solve in a variety of different contexts. They will develop resilience and self-confidence when faced with mathematical challenges and have the chance to believe in themselves as mathematicians. They will embrace their mistakes as part of the learning process and value the importance of effort. They will recognise that mathematics underpins much of our daily lives and make connections between what is learnt in the classroom and the wider world as well as applying their mathematical knowledge to other subject areas.
We ensure our children have access to a high quality maths curriculum that is both challenging and enjoyable.
Objects, pictures, words, numbers and symbols are displayed in each class. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.
All pupils, when introduced to a key new concept, will have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete– children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
Short term planning makes use of the White Rose Maths Hub materialsto support teaching and learning in Y1-Y6. Through careful planning and adaptation we enhance our offering by also using our own school calculation policy, NCETM and NRICH materials.
A detailed, structured curriculum is mapped out across all phases ensuring continuity and a calculation policy is used to ensure a consistent approach. Each unit of mathematics is taught in a sequence, which has been planned based on formative assessment of what the children already know. Elicitation tasks are carefully designed by the teachers at the start of every unit to inform the planning cycle. New content is taught through small steps to support children in their learning journey which progresses into supported and independent practise for children to secure their new skills. Teachers use differentiated questioning to elicit feedback from all students to expose and address any misconceptions in learning. Where these misconceptions are seen, they are readdressed through supported practice to enable all children to succeed. Concrete and pictorial representations of mathematics are carefully chosen to help build procedural and conceptual knowledge. Additional models, visuals and manipulatives are used to scaffold children who may struggle to grasp concepts and challenges are provided for those who grasp them quickly. These focus on breadth and depth of understanding and the children are expected to apply their knowledge in challenging scenarios and a variety of different contexts. Number talk is used within lessons to give children the opportunity to explore the concepts and rationale behind the calculations and arithmetic they are learning. The opportunity to expand on their thinking and share reasoning will deepen and develop their conceptual understanding. Responses are expected in full sentences using mathematical vocabulary and sentence stems are regularly used to encourage this.
Our planning ensures we fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in wanting to get better and do the challenges set.
Children at Broadhempston will develop confidence, understanding and enjoyment in mathematics along with a comprehensive set of problem-solving skills and strategies to take with them to the next stage of their education and through life. They will be engaged and challenged and able to quickly recall facts and techniques in order to solve mathematical problems. They will use mathematics effectively as a tool in a wide variety of situations and will be able to present a justification or argument relating to a problem using mathematical language. They will understand the relevance of what they are learning in relation to real world context and develop a sense of curiosity about the subject. All children leave Broadhempston with a mathematical ‘toolkit’ for the future.