Maths at St. Augustine’s RC Primary

What is Mastery? A ‘mastery’ approach – set of principles and beliefs A ‘mastery’ curriculum – access to concepts for all Teaching for ‘mastery’- a set of pedagogic practices Achieving ‘mastery’ of particular topics and areas of mathematics - deep and sustainable learning

Factual – I know that procedural – I know how conceptual – I know why Mastery Involves the development of three forms of knowledge Factual – I know that procedural – I know how conceptual – I know why

The Curriculum A significant change The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. (National Curriculum for Mathematics page 3) A significant change Alongside that is……….

Maths : Non negotiables Sustainable. Whole class working together. Same day intervention. Teacher subject knowledge CPD/ Teacher Research Groups. Belief that everyone can achieve – ability not fixed. Children can see and explain the maths. Understand the structures not focussed on learning the rules and methods. Fluency Toolkit , knowing tables, number bonds. Simplicity.

Key aspects for St Augustine’s School 1 hour 15 minutes a day KS1 KS2 Mastery teaching : Small Steps, longer periods of time Problem Solving : One stand alone lesson, teaching skills in progression Intervention : Immediate, teacher led Number sense : Using School Calculation Policy 5 sessions of concepts – close link with Arithmetic and based on Non negotiables. 20 mins Number Sense 35-40 mins Direct Teaching 15 mins intervention 20 mins Number Sense 35-40 mins Direct Teaching 15 mins intervention

Key aspects for St Augustine’s RC Primary Classroom design : Desks in rows is up to teachers All children's chairs facing the front Indicate start and end lesson Belief – we can all achieve and do well in maths Intervention : Pupil support Teacher led Resources : CPD Support and mastery groups STOPS Problem Solving/ Inspire teacher books/ Progression documents/ White Rose PPT 6 slide Prompt and Teacher manuals (textbooks) NCETM Assessment, Calculation Document, Glossary, Objectives broken down, Non- negotiables

Planning a mastery curriculum Maths 20 mins Number Sense 35-40 minute Direct Teaching 15 mins intervention Variation in questioning. Connections being made. Depth of understanding. Chn using resources to aid learning. Independent practice Whole class together. Step by step learning. TA eyes and ears. Conceptual/ Manipulatives/ Procedural. Immediate intervention based on Afl. Intervention by teacher. Intervention means children can access next part of lesson. Planning a mastery curriculum

Intervention Teacher Led. 15 minutes Immediate intervention (same day where possible) 4 days a week TA & teacher spotting who needs intervention. Rest of class completing pre prepared questions. Questions related to the strands to encourage discussion and reasoning OR foundation curriculum enrichment.

What will you see in maths lessons? Whole class teaching Whole class response/ talk to partner/tell yourself Extended partner practice Variation Depth not acceleration Limiting the number of calculations children do before applying (between 5-10) Ensuring links between questions to encourage children to look for patterns/relationships

Variation is not variety... Variation is about choosing and using carefully selected series of questions that - when viewed together - reveal something about the structure of mathematics because of the order they're in. 1 + 19 = 20 2 + 18 = 20 3 + 17 = 20 4 + 16 = 20 5 + 15 = 20 However, it is not as simple as finding patterns.  Care must be taken to ensure the structural concept is understood; not just a superficial procedure found. 5 + 10 + [    ] = 20

Variation reveals concepts...

Variation reveals concepts...

Variation reveals concepts...

Conceptual understanding leads to mastery… 10 6 1 6 8 9 + 9 + 8 = 10 + 10 + 6 = 9 9 8

Conceptual understanding leads to mastery… What is ¾ of 2 ? 3 x 2 = 6 4 4 = 1 1 2