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Mastery MathsLIPA Primary School
At LIPA Primary School we believe Maths is an integral part of a
child’s education to prepare them for the future.
Our intent is to teach a rich and balanced mastery curriculum, enabling children to
use their Maths knowledge to problem solve, reason and develop fluency in all
areas. We want our children to enjoy the subject and see the Mathematics that
surrounds them everyday, developing vital life skills. Our curriculum allows them to
apply these skills with confidence, resilience and a clear understanding when
solving problems in all areas of the curriculum.
In our implementation of mastery mathematics at LIPA Primary School, we aim to:
• Ensure that in our mastery planning there is full coverage of the National Curriculum
objectives through the use of the School Improvement Liverpool Maths Plans supplemented
with White Rose Hub schemes of work and NCETM mastery resources.
• Provide opportunities for the three core aims of the National Curriculum; Fluency, Reasoning
and Problem Solving to be integrated into every Maths lesson.
• Teach a range of appropriate age-related calculation strategies, formal and informal, written
and mental, in line with the school Calculation Policy and progression documents. This will
ensure clear progression and consistency of teaching throughout the school.
In our implementation of mathematics at LIPA Primary School, we aim to:
• Ensure that all children are provided with appropriate age-related and challenging tasks
• Instil an enjoyment and love for mathematics all our children through engaging and interactive
lessons and interventions.
• Enable children to have opportunities for mathematical thinking and discussion
• Provide opportunities for children to demonstrate and use their mathematics in real life situations
• Encourage a fascination for mathematics and the manipulation of numbers
• Use the outdoor environment, where appropriate, to further develop their understanding
• Encourage children to take responsibility for their own learning and become independent learners.
• Provide opportunities for mathematical skills to be applied in Project Based Learning contexts
The impact of our Mathematics curriculum is that children will be confident, able
mathematicians who understand the relevance of the what they are learning and
how it can be used in real-life situations. We have fostered a learning environment
where Maths is seen as a fun subject, where mistakes are welcome and resilience is
promoted throughout. Our children demonstrate a growth mindset in this subject
and they make measurable progress against their targets.
Our Mastery Maths lessons encourage a love for
learning, through a structured format, giving children
the opportunity to discuss, problem solve, reason and
explore mathematical concepts in every session.
The foundations of each new unit in Maths is
underpinned by the CPA approach to learning-
Concrete, Pictorial and Abstract.
Concrete: using equipment and real life objects to understand the
mathematical concepts and ideas being taught.
Pictorial: drawing pictures, diagrams and bar models to represent
their understanding of a mathematical concept.
Abstract: using numbers and symbols to show their clear, secure
understanding of the mathematical skill/concept.
Throughout every maths lesson, all
children are taught to think at a
mastery level, through questioning,
discussion, opportunities to
investigate and explore
mathematical concepts and the
encouragement to ‘have a go’.
Teachers promote a ‘can do’
mindset in all lessons through the
‘small steps’ approach and children
are supported, when needed, by
working in mixed ability partners
and through targeted, tailored
interventions.
Our mastery lessons are designed so children move through their mathematical learning at roughly the
same pace. This is supported by the small steps sections of each lesson, giving children chance to discuss
and work together to solve a range of questions/problems.
• Brain Boost- every lesson starts with a picture, real life scenario or discussion question to enable our
children to immediately be ready to learn and awaken their love for Maths.
• Problem Buster Time- next children are given a real life problem to solve as a whole class, pair or
independently. The problem will be challenging and linked to the lesson’s main concept/skill.
• Question Time- this is an opportunity for children to generate mathematical discussion and to
further develop their vocabulary through questioning and use of the ‘Maths Mouth’, which is part of
their class’ working wall display.
• Main Input- children are taught either a new skill or the next part of the mathematical sequence they
are currently learning, through interactive, scaffolded teaching. This is where the concrete, pictorial
and abstract approach is modelled by the teacher. During this part of the lesson children are
constantly encouraged to share their ideas with their peers, creating a ‘buzz for learning’.
• Task- this is an opportunity for children to work either independently, with their partner or be
supported by an adult to complete the work given.
• Challenge- every lesson ends with a mathematical problem/challenge to further deepen the children’s
understanding and develop their reasoning skills.
Our learning environments promote a love for Maths, through interactive working walls and displays
to support children’s understanding. They promote real life Maths through the images, activities and
problems displayed. The working walls play a central part in every mastery Maths lesson and are added
to, adapted and referred to throughout lessons, ensuring children use them to become independent
and confident mathematicians.
Our Maths curriculum is not just restricted to our mastery Maths lessons. It is promoted throughout all
aspects of school life. An integral part of this is the use of our Project Captains, who encompass the skills
and qualities a confident, resilient mathematician needs.
As Captain Problem Buster, children are encouraged to solve challenging problems and enjoy the process of finding
out the answer, e.g. working out the area of a performance space in m².
As Captain Explorer, they are given opportunities to explore the relationships of numbers and make connections
within other areas of curriculum, e.g. creating a chronological timeline in History.
As Captain Resilience, children are encouraged to ‘have a go’ and teachers model a ‘can do’ attitude towards Maths,
e.g. being encouraged to use their mathematical skills during projects and not being ‘scared’ to get the wrong answer.
As Captain Performer, they are given opportunities to take part in mathematical discussions and share their reasoning,
e.g. through the use of the Seesaw Class app- when children can record their verbal reasoning and share with their class.
As Captain in Charge, children are encouraged to find new ways of doing things, e.g when creating, devising their
own project outcomes as a team, using strategies such as ‘trial and error’ to lead their group to success.
As Captain Creative, they are taught to think about Maths in lots of different ways and to use their knowledge to
make new things, e.g creating a Fibonacci Spiral in art.
I love Maths because you use it in your
everyday life. I also like Maths because it is
very fun. My favourite part of Maths was
learning about the column method.
Nora Y3
I love Maths because I like the column
method and I like to challenge myself.
Charlie Y3
I think Maths is very fun. I enjoy using my
Maths toolkit to help me understand. Also I
like using my times tables to answer questions.
Myla-Leigh Y5
Maths make me use my brain. I like sitting
next to my Maths partner. I can help her if
she is stuck and she will help me when I find
something tricky.
Jordan Y5
I love the challenge and learning about Maths
because it teaches us about everyday life. My
favourite part of Maths is Problem Buster
Time as I like a challenge.
Lilyth Y5