Intent, Implementation, Impact
INTENT:
At Dropmore Infant School we provide a high-quality, balanced and progressive Mathematics curriculum. In line with DfE best practice we have embedded a mastery approach to Maths teaching, focussing on building pupils’ understanding, confidence and independence through the use of concrete and pictorial representations alongside abstract notation. Through our mastery approach we allow for all children to become fluent in the fundamentals of maths, developing their conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Children will be able to reason mathematically by justifying, making links to known facts, or providing proof using mathematical language. Understanding of concepts will be challenged through solving problems by applying their mathematic knowledge. Links within other subjects will be highlighted allowing children to apply their skills and mathematical knowledge. We will equip children with the foundations of mathematics that are essential to everyday life.
IMPLEMENTATION:
Our teaching for mastery is underpinned by the 5 big ideas of mastery and the teaching for mastery principles:
- Opportunities for Mathematical Thinking allow children to make chains of reasoning connected with the other areas of their mathematics.
- A focus on Representation and Structure ensures concepts are explored using concrete, pictorial and abstract representations, the children actively look for patterns and generalise whilst problem solving.
- Coherence is achieved through the planning of small, connected steps to link every question and lesson within a topic.
- Teachers use both procedural and conceptual Variation within their lessons and there remains an emphasis on Fluency with a relentless focus on number and times table facts.
Teaching for Mastery Principles:
o It is achievable for all - we have high expectations and encourage a positive ‘can do’ mindset towards mathematics in all pupils, creating learning experiences which develop children’s resilience in the face of a challenge and carefully scaffolding learning so everyone can make progress.o Deep and sustainable learning – lessons are designed with careful small steps, questions and tasks in place to ensure the learning is not superficial.
o The ability to build on something that has already been sufficiently mastered – pupils’ learning of concepts is seen a continuum across the school.
o The ability to reason about a concept and make connections – pupils are encouraged to make connections and spot patterns between different concepts (E.g. the link between ratio, division and fractions) and use precise mathematical language, which frees up working memory and deepens conceptual understanding.
o Conceptual and procedural fluency – teachers move mathematics from one context to another (using objects, pictorial representations, equations and word problems). There are high expectations for pupils to learn times tables, key number facts (so they are automatic) and have a true sense of number. Pupils are also encouraged to think whether their method for tackling a given calculation or problem is Appropriate, Reliable and Efficient (A.R.E).
o Problem solving is central – this develops pupils’ understanding of why something works so that they truly have an appreciation of what they are doing rather than just learning to repeat routines without grasping what is happening.
o Challenge through greater depth - rather than accelerated content, (moving onto next year’s concepts) teachers set tasks to deepen knowledge and improve reasoning skills within the objectives of their year group.
The learning is broken down into small steps that build on children’s prior learning. The lesson journey should be detailed in our lesson plans and any relevant learning is reflected onto our class working wall or recorded on flipcharts (Smart notebook or PowerPoint). Difficult points and potential misconceptions are identified in advance and strategies to address them are planned, as well as key questions to challenge thinking and develop learning for all pupils. We also ensure key vocabulary is taught at relevant points in the lesson journey to reinforce mathematical knowledge. Context and representations are carefully chosen to develop reasoning skills and help pupils link concrete ideas to abstract mathematical concepts. All lessons should have elements of the concrete, pictorial, abstract approach (CPA) to mathematical teaching.
The use of high-quality materials and tasks to support learning and provide access to the mathematics are integrated into lessons. These include
- White Rose Maths Schemes of Learning and Assessment materials,
- Power Maths online materials and textbook activities,
- Maths No Problem! textbook,
- Number blocks NCETM resources,
- NCETM Mastery assessment materials & Spine resources (progress in calculation)
- NRICH
- visual images and concrete resources.
The children undertake a fluency activity at the start of every mathematics lesson. Where possible we use further opportunities for extra fluency practice (key instant recall of key facts such as number bonds, times tables, division facts), such as morning starters etc.
IMPACT:
Children at Dropmore Infant School enjoy Mathematics and understand the important role of Mathematics in everyday life at and age-appropriate level. This is evident through pupil voice and monitoring which takes place every term by the curriculum leader.
Through quality first teaching, a mastery approach, high quality resources and effective feedback, most children achieve age-related expectations by the end of each year group. At the end of KS1, our children leave our school well-prepared for the next step in their mathematical education.
Summative assessment takes place at the end of each term and children’s progress and attainment is discussed with the Headteacher in pupil progress meetings. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class.