Intent Statement

      Concrete - use concrete resources to allow learners to physically make the question and see it clearly. 

      Resources vary dependent on the strand of mathematics.

      Pictorial - begins with an anchor task in which pictorial representations of a problem are given.

      Again, this ensures learners can see the question and understand it regardless of reading ability.

      Abstract -  move to more abstract questions. At this stage learners may still choose to use concrete resources or draw diagrams to assist their thinking. 

Golden Threads

Spirituality – “Mathematics is the language in which God has written the universe”  ―  Galileo Galilei

Diversity – Mathematics being a universal language is a right for every person to learn, master and use to create equality and harmony in the world.

Ambition -  Every one of us is a mathematician and we can all ‘do’ maths we just may not have learnt how yet.

Maths Teaching

As a school we use the Maths No Problem program as our core scheme for Reception to 6.  All staff have received training on the program and how it should be used to ensure the children develop a mastery approach in their learning. 

Teaching maths for mastery is a transformational approach to maths teaching which stems from high performing Asian nations such as Singapore. When taught to master maths, children develop their mathematical fluency without resorting to rote learning and are able to solve non-routine maths problems without having to memorise procedures.

A new way of thinking and teaching

Whole class moves through content at the same pace

When teaching maths for mastery, the whole class moves through topics at broadly the same pace. Each topic is studied in depth and the teacher does not move to the next stage until all children demonstrate that they have a secure understanding of mathematical concepts.

Time to think deeply about the maths

Students are given time to think deeply about the maths and really understand concepts at a relational level rather than as a set of rules or procedures. This slower pace leads to greater progress because it ensures that students are secure in their understanding and teachers don’t need to revisit topics once they’ve been covered in depth.

Builds self-confidence in learners

In a traditional primary school maths lesson, children are put in different groups and given different content based on their anticipated ability. This means that from an early age children are classed as those who can and can’t “do maths”. Teaching maths for mastery is different because it offers all pupils access to the full maths curriculum. This inclusive approach, and its emphasis on promoting multiple methods of solving a problem, builds self-confidence and resilience in pupils.

Differentiates through depth rather than acceleration

Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. Unlike the old model, where advanced learners are accelerated through new content, those pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on.

Support for Learning at Home 

There are resources available to help support your child with their maths learning at home.  An online version of the text book and the work book are available for parents and carers.  Please ask your class teacher for the link to these resources.