Maths
Our approach to teaching and learning in mathematics is underpinned by the Mastery view supported by the National Centre for Excellence in the Teaching of Mathematics (NCETM) and, more locally, the Solent Maths Hub. Our vision is that pupils build on solid foundations and develop a deep understanding of the mathematics they are learning, before moving on to new content or concepts.
We know that a Mastery approach to teaching mathematics can often be associated with a whole class model, where the entire class progress through concepts and understanding at the same pace. However, the five big ideas of Teaching for Mastery are applicable to the learning of every pupil across Halterworth and do not need a whole class model in order to be addressed and supported so we use a mix of approaches dependent upon the class and content being taught.
The Five Big Ideas help children to focus on making connections between their understanding and to utilise the connections and relationships between different areas of maths. Our aim is for children to become more fluent by choosing efficient methods and considering the best starting place or method before answering a question. Variation is important in making sure that children are able to apply their knowledge because of a depth of understanding as opposed to relying on procedural knowledge. Being exposed to a variety of representations helps children to see the structure behind the maths giving them a depth of knowledge on which to build on.
Differentiation is possible within our mastery model. We aim to help pupils deepen their understanding using questioning and varied presentation and help all pupils to achieve by providing extra support. At times, this will be through additional opportunities to practice, the nature and frequency of adult support/guidance (scaffolding) and sometimes through task design and tiered learning . We will not: move pupils on too rapidly towards new content or concepts; encourage a race through learning objectives; or label pupils as more able.