1. Mathematics at Ark Conway Primary KS1 Parent Workshop
A guide for parents and carers 2018
Sophie Faupel
Assistant Principal & Maths Specialist teacher

2. Mathematics Mastery Programme of Study
Vision For every child to enjoy and succeed in mathematics, regardless of background. At Ark Conway, we believe that every pupil is a mathematician. We are committed to providing all pupils with engaging and challenging lessons which inspire and motivate them.
Mastery is an often discussed term in education. Mathematics Mastery started in 2012 with 20 schools and has expanded to around 400 primary schools and 200 secondary schools in Our vision is that all children enjoy and succeed in maths, no matter what their starting points. We do this by giving schools the resources and training to better support their teachers to achieve this.

3. Maths Mastery Core belief
Success in mathematics for every child is possible.
Success looks different for every pupil.
Mathematical ability is not innate, and is increased through effort.
Ark Conway Results 2018
Discuss with parents what this means. Did they enjoy maths at school? How many of them feel they are no good at maths? Is it true that some people are born with a ‘maths gene’, that they are naturally better at maths? Mathematics Mastery believe that all children can do better in maths through good teaching. As a nation, we do not do well enough in maths and we know we need to change perceptions of maths from parents and carers.
KS1 ARE+
KS2 ARE+
Ark Conway
100%
97%
National
N/A
76%

4. What is mastery?
“In mathematics, you know you’ve mastered something when you can apply it to a totally new problem in an unfamiliar situation.” 
Discuss with parents what this means. Can they think of examples outside of maths where this is true? (E.g. in learning to drive a car, you may feel you have mastered it when you can drive a different car, drive in snow and on ice, when you apply the skills of driving a car to driving a van etc.)

5. What does this mean in practice?
Fewer topics in greater depth
Mastery for all pupils
Number sense and place value come first
Problem solving is central
Using and applying
Emphasis on number work throughout. Topics are revisited throughout the year in slightly different ways so that pupils really embed their learning.
Opportunities are provided throughout the programme for pupils to use reasoning skills to make connections between prior knowledge and newly presented material. These connections will help foster a deeper understanding of mathematical concepts.
Differentiation is through depth rather than accelerating children on to new content. This means that pupils who grasp concepts quickly are challenged through rich problem solving tasks, to explain their working, to justify and reason.
Traditional methods of working out are meaningfully taught. A clear progression in calculations document from MM ensures consistency and continuity across the school.
Comprehension, calculation and problem solving developed simultaneously.

6. Lesson structure
Mathematics Mastery lessons follow a 6-part structure. This keeps the lesson pacy, gives flow and allows more opportunities to teach creatively, give feedback and assess learning.
Pupils have access to plenty of concrete materials such as bead strings and cubes/counters so that they have time to fully explore mathematics. They also use pictorial representations throughout the school.

7. What does a Reception mastery task look like?
Emphasis on number work throughout. Topics are revisited throughout the year in slightly different ways so that pupils really embed their learning.
Opportunities are provided throughout the programme for pupils to use reasoning skills to make connections between prior knowledge and newly presented material. These connections will help foster a deeper understanding of mathematical concepts.
Differentiation is through depth rather than accelerating children on to new content. This means that pupils who grasp concepts quickly are challenged through rich problem solving tasks, to explain their working, to justify and reason.
Traditional methods of working out are meaningfully taught. A clear progression in calculations document from MM ensures consistency and continuity across the school.
Comprehension, calculation and problem solving developed simultaneously.

8. What does a Y1 mastery task look like?
Emphasis on number work throughout. Topics are revisited throughout the year in slightly different ways so that pupils really embed their learning.
Opportunities are provided throughout the programme for pupils to use reasoning skills to make connections between prior knowledge and newly presented material. These connections will help foster a deeper understanding of mathematical concepts.
Differentiation is through depth rather than accelerating children on to new content. This means that pupils who grasp concepts quickly are challenged through rich problem solving tasks, to explain their working, to justify and reason.
Traditional methods of working out are meaningfully taught. A clear progression in calculations document from MM ensures consistency and continuity across the school.
Comprehension, calculation and problem solving developed simultaneously.

9. What does a Year 2 mastery task look like?
Emphasis on number work throughout. Topics are revisited throughout the year in slightly different ways so that pupils really embed their learning.
Opportunities are provided throughout the programme for pupils to use reasoning skills to make connections between prior knowledge and newly presented material. These connections will help foster a deeper understanding of mathematical concepts.
Differentiation is through depth rather than accelerating children on to new content. This means that pupils who grasp concepts quickly are challenged through rich problem solving tasks, to explain their working, to justify and reason.
Traditional methods of working out are meaningfully taught. A clear progression in calculations document from MM ensures consistency and continuity across the school.
Comprehension, calculation and problem solving developed simultaneously.
Now try writing the equation.

10. Curricular principles
Pupils are not going to be working through the curriculum more quickly, but going deeper into it. 
For example, in Year 1 it is imperative that pupils have full understanding of number sense, number bonds and place value so pupils revisit these concepts daily.
A secure understanding of these number facts means that can confidently attempt more challenging problems.

11. Mathematical language
Sharing  essential vocabulary at the beginning of every lesson and insisting on its use throughout
Modelling clear sentence structures using mathematical language
Paired language development activities, known as Talk Tasks.
Plus, is equal to, first, next, (one) greater/less, (one) more/fewer, same, number, order, 
equation, add, addition, sign, symbol, plus, is equal to, altogether, part, whole, equal, unequal, half, share, divide, measure, about, nearly, roughly, close to, size, length, longer, longest, compare
bar model, part-whole model, value, known, unknown, data, pictogram, table, collect, sort, interpret, regroup, partition, tens, ones, number line.

12. How will children’s work be recorded and tracked?
Task sheets
Books
Photographs
White boards
Exit tickets
Tracking Pupil Progress
In maths, assessment is continuous but most of this assessment is formative. From the beginning of every lesson, teachers and co-teachers will be assessing what their pupils are, or are not understanding and use this to scaffold each segment of the lesson.
Immediate feedback is given throughout the lesson with pupils correcting mistakes immediately. Same day interventions will be both planned for pupils who have not achieved the learning objective.
Challenge tasks are planned into every lesson and the expectation is that most pupils move onto and attempt the challenge.  
Adapt as necessary to suit your own school circumstances.

13. Arithmetic
Big Pictures to stimulate children’s talking. Ask parents what maths they can see in each picture.

14. How can I help at home?
Talk to your child about their learning, what they learned in their maths lessons each day and anything they might be finding challenging.
Discuss maths in the world around them – it’s everywhere! 
Encourage them to be problem solvers – asking 'Why?', 'How?' or 'Prove it!' rather than simply giving answers.
Speak positively about mathematics !

15. How can I help at home? Reception Year 1 Year 2
Counting – backwards and forwards to 20 
Numbering items – 1st, 2nd, 3rd etc 
One more and one less 
2D and 3D shapes in home environment
Doubling and halving (Summer term)
Mental maths – speed
Number bonds to 10 (Autumn term) and 20 (Spring/Summer term)
Halving and doubling 
2D and 3D shapes 
Money – knowing individual worth
Time – o'clock, half past, quarter past, quarter to
Add and subtract up to 200 (pictorial initially)
Multiply and divide by 2,3,4,5,10
Time to the nearest 5 minutes
Reading scales (different units)
Symmetry
Find ¼, 2/4, ¾, ½, 1/3, 2/3 of a number / shape 

16. Useful Resources 4 7 3 Place Value chart Part – Part – Whole model
Number Lines
100 square

17. Questions?