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Maths

Curriculum Intent

At Wincham we use the Mastery approach where:

  • children are fluent in the fundamentals of mathematics
  • children can reason mathematically
  • children can solve routine and non-routine mathematical problems by applying their skills and knowledge.

Our curriculum is built using small steps and longer blocks, we ensure small steps are connected and concepts are built. We make sure all children have the same opportunities to learn and the support they need to fully grasp concepts. We aim for the children to commit their learning to long term memory, children will be able to activate prior learning and make connections.

At the heart of our curriculum we want to create enjoyment & engagement, creating mathematicians that are ready for the real world. 

Curriculum Implementation

At Wincham we use the White Rose planning to assist with sequence of teaching.  This is a cumulative curriculum - once a topic is covered, it is met many times again in other contexts. 

We then use a range of resources to supplement small step planning and teaching including Maths No Problem, NCETM Spine and Mastery documents, Nrich and others.

We teach through a CPA (concrete, pictorial, abstract) approach.  Understanding in all areas of maths will be developed by children using concrete resources and interpreting and using pictorial representations before moving onto solve abstract calculations. At Wincham we base our maths teaching on The Maths Mastery Model...

Maths Mastery

The majority of pupils will move through the programmes of study at broadly the same pace.... 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 (NC 2014 p3).

Mastery means being able to apply the same skill to multiple contexts, and being able to choose the most appropriate method for a particular task using a range of representations, to ensure that all pupils understand and have sufficient time to practise what is taught.

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Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time.  This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind.

If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson.

Fluency

Children have daily fluency sessions.  This includes:

  • Knowing key mathematical facts and being able to recall them quickly and accurately
  • Means being able to apply the same skill to multiple contexts, and being able to choose the most appropriate method for a particular task.
  • Using a range of representations, to ensure that all pupils understand and have sufficient time to practise what is taught.

Curriculum Impact

By teaching mathematics in this way we will ensure the key aims of the National Curriculum are met:

  • children are fluent in the fundamentals of mathematics
  • children can reason mathematically
  • children can solve routine and non-routine mathematical problems by applying their skills and knowledge.

 

 

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