1. Developing, planning and assessing a mastery curriculum
Debbie Morgan Director for
Primary Mathematics
Hampshire

2. How Maths leaders and teachers approach:
Curriculum planning to support a mastery curriculum
Assessing a mastery curriculum and evidencing progress – assessment without levels
Developing deep learning which supports sustainable progress

3. The New Curriculum Factual & Procedural Fluency
Conceptual Understanding
INTEGRATION

4. Features of Mastery Curriculum design
Longer units of work, prioritising key topics
Lesson design
Carefully structured lesson to develop the detail and depth
Pupil support
Quick intervention
Teaching resources
Carefully chosen examples and activities. Application of variation theory. Effective use of representations
Teaching methods
differentiation
Keeping the class together and aiming for depth
Productivity and practice
Intelligent practice

5. Mastery All/most pupils can and will achieve
Development of deep structural knowledge
Carefully chosen examples supporting the opportunity to make connections
Keeping the class working together
Longer time on key topics

6. The New Curriculum sets higher expectations for pupil achievement and the expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. (National Curriculum page 3).

7. Developing depth through representations

8. 3 5 2 3 6 15 x =

9. The National Curriculum 2014
“Just getting the right answer in math class isn’t enough if students don’t know why the answer is the right one.” The National Curriculum is seeking to develop deep sustainable learning in line with successful countries.

10. Thinking masterfully
0.62 × × 0.38

11. Take a brown, green and yellow
Making Connections
Take a brown, green and yellow
What relationships can you express?

13. Drawing attention to structure in KS1
Making Comparisons

14. Practice Makes Perfect Intelligent Practice
In designing [these] exercises, the teacher is advised to avoid mechanical repetition and to create an appropriate path for practising the thinking process with increasing creativity. Gu, 1991

15. Carefully Chosen Examples
What is but also what isn’t : teachers predict likely misconceptions, and teach explicitly to raise, address and resolve them.

16. Planning Spend longer time on topics Prioritise key topics
Focus on relationships
Make Connections
Ensure intelligent practice

17. Curriculum Planning What areas should we prioritise?
Number and Place Value Addition and Subtraction Multiplication and Division Fractions and ratio Measurement Geometry Statistics Algebra

18. The School Curriculum
Schools have the flexibility to introduce content earlier or later within a key stage.
Schools are required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online.

19. The New Curriculum needs a New form of Assessment
The research for the review of the National
Curriculum showed that it should focus on
‘fewer things in greater depth’, in secure
learning which persists, rather than
relentless, “over-rapid progression”
Depth and sustainability is what
assessment should focus on
(Living in a Levels-Free World, by Tim Oates published by DfE)
The new curriculum requires a New Form of assessment
It aims to teach fewer things in greater depth and avoid over rapid progression
Assessment should therefore focus on depth and sustainable learning

20. How does this impact on assessment?
Fewer Things Greater Depth Class working together Longer time on topics Together these reflect the features of A Mastery Curriculum for Mathematics
How does this impact on assessment?

21. What might assessment look like and how do we track progress?
Stage 1- is developing (has some knowledge and understanding) Stage 2 - has secure depth (is able to reason and apply the mathematics with some fluency In familiar contexts ) Stage 3 - has greater depth (is able to reason and make connections to other areas of mathematics and has the insight, fluency and flexibility to apply the mathematics creatively to unfamiliar contexts and problems.
So how might assessment for depth work?

22. What does Ofsted say? Pupils’ strengths and misconceptions are
identified and acted on by teachers during
lessons, and more widely, to:
plan future lessons and teaching
remedy where pupils do not demonstrate knowledge or understanding of a key element of the curriculum
deepen the knowledge and understanding of the most able.

23. Inspecting the teaching of mathematics
uses resources and approaches to enable pupils in the class to understand and master the mathematics they are learning. The national curriculum for mathematics specifies the aims and then states, ’The expectation is that the majority of pupils will move through the programmes of study at the same pace.’ develops depth of understanding and readiness for the next stage. The national curriculum states, ‘Decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. The national curriculum for mathematics

24. Teaching the new NC = Teaching for Mastery
Sounds familiar?
All pupils become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately., reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language., and can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent should consolidate their understanding, including through additional practice, before moving on.
Teaching the new NC = Teaching for Mastery