At Earlswood Federation, we adopt an engaging and accessible mastery approach to our teaching of mathematics to ensure deep, sustained learning for all. This approach to the curriculum encourages learners to achieve a deeper understanding of mathematical concepts, rather than learning procedures by rote. All children are taught the same mathematical concepts, moving through the curriculum at broadly the same pace. The learning needs of individual pupils are addressed through careful scaffolding, skilful questioning and appropriate rapid intervention, in order to provide the necessary support and challenge.
Central to this approach is the concrete – pictorial – abstract process. Children are encouraged to begin to physically represent mathematical concepts with objects. Pictorial representations are then used to demonstrate and visualise strategies, before moving on to more abstract, formal, numerical methods. This approach enables all children to access the learning and to make a deeper connection between mathematical concepts and understanding of, otherwise, abstract ideas.
Within every topic in Maths, the learning is broken down into small steps. Throughout these small steps, all pupils will develop their fluency, reasoning and problem-solving skills.
Key features of our maths curriculum:
“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 also be based on the security of pupils’ understanding and their readiness to progress to the next stage of their learning. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration onto new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding including through additional practice before moving on.” (National Curriculum 2014)