Staveley Junior school is a teaching for mastery school; we aim to ensure that children acquire a long-term, secure, adaptable understanding of mathematics. Our aim is to ensure pupils are secure in each element of mathematics before advancing onto the next.
In our school, we focus on promoting five key ideas:
- Small, coherent steps throughout the lesson
- Variation – a balance between conceptual and procedural understanding
- Mathematical thinking
- Fluency – application of efficient methods and flexibility with Maths
- Representation and Structure – use of a range of ways both to represent a concept or non-concept, and to expose structures
The Essence of Teaching for Mastery
- Whole class kept together
- All children can succeed
- Immediate intervention
- Conceptual and procedural variation
- Depth, not acceleration
- 5 big ideas
- Talk partners
- Intelligent practice
- Automatic recall of facts
- Emphasis on the structure and connections within the maths
Teachers strive to design lessons in which the pupils are carefully guided, step by step, through Mathematical fluency, reasoning opportunities and are given problems to solve. Lessons include rehearsal and automatic recall of facts. The lessons incorporate the 5 Big Ideas of teaching for Mastery. Particular attention is paid to developing conceptual understanding in tandem with procedural competency. Children are challenged to explain their reasoning, evaluate their own (and the work of others), model their ideas and invent their own questions.
What do lessons look like?
Small coherent steps in learning
Quick response questions to sharpen focus and to practice previous skills.
Get ready- encourage children to make links with previous learning
Lets Learn/think together- I do, we do, you do approach to working through questions.
Different methods are explored, modelled and discussed in depth. Children rehearse, reason and refine
SEND Personalised Provision
- Pupils with a high level of special needs receive individual bespoke provision, set out in a personalised provision map. Their needs have been thoroughly discussed and agreed with the SENDCo. In many cases, the children will be able to access part of the class learning. However, those children will have smaller steps of specific, targeted learning.
White Rose – a tool to support
In school, we follow the National curriculum objectives and use White Rose as a tool to support.
Get Ready— children complete questions from previous learning which link to the main part of the lesson. Let’s Learn– teaching time, modelling, questioning, reasoning, solving the problem. The teacher carefully unpicks the problems with the children. Think Together – subtle variation through one question at a time approach. Independent Practice — children answer a range of questions
Teachers may also use content from the NCETM spine materials to support teachers with their planning and assessment.