At Castle Hill, we follow the National Curriculum Programme of Study for Mathematics using a Mastery approach with the White Rose Maths scheme to support our planning and teaching. A Mastery approach means that the children fully immerse themselves into an area of Mathematics – place value for example – and spend up to 6 weeks practicing all the skills, knowledge and understanding needed to fully ‘master’ that area of mathematics before moving onto the next area.
We compliment this with daily “Maths Meetings”. During a Maths Meeting, we continue to recap other areas of Mathematics so they are constantly reinforced. In these sessions, we also practice our Times Tables and in 2017 we introduced “Rock Star Maths” with energises the children as they complete times tables challenges to rock music.
The information below is taken from the National Curriculum which underpins our maths teaching and philosophy entirely:
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The national curriculum for mathematics aims to ensure that 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
- 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
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
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 with earlier material should consolidate their understanding, including through additional practice, before moving on.