Maths at Mangotsfield is centred on giving our learners the skills needed to be proficient mathematicians promoting confidence and competency. This is underpinned by methodical curriculum design and supported by quality first teaching to foster deep conceptual and procedural knowledge alongside a clear awareness of real life applications across all ages and abilities.
Lessons should deepen our learners' understanding of mathematical concepts in a range of ways:
• Using manipulatives to explore visual representations and make mathematical relationships between concrete and numerical explicit as well as strengthening pupils’ understanding of connectivity between ideas. Learners must have access to these resources throughout their learning journeys, supporting all abilities’ cognitive learning across fluency and reasoning and encouraging independence where possible.
• Use a range of assessment strategies to assess pupils regularly to identify those requiring intervention within and between lessons and support accordingly in a rapid manner. Teachers plan and use precise questioning in class to assess conceptual and procedural knowledge.
• All learners should become fluent in the fundamentals of mathematics so that they develop conceptual understanding and are able to recall and apply their knowledge rapidly and accurately. Practice and consolidation of known facts and mental procedures and variation within this builds fluency and understanding of underlying mathematical concepts in tandem.
• Opportunities for discussion are planned into lessons to promote the use of mathematical vocabulary, clear thinking and the ability to communicate succinctly within a group environment. Talking frames and question stems should be used to model and scaffold high level oracy skills where appropriate. Real life context should be used where appropriate to support mathematical links and deepen understanding of practical uses behind concepts.
• Activities should be varied in their nature (for example: solving problems, reasoning questions, explanations, making connections and developing fluency) and not always act as a linear sequence. Learners who grasp concepts rapidly will be challenged through rich and investigative problems before any acceleration through new content.
Both independent and group tasks should be valued within lesson sequences to create an appropriate pathways for all our learners.