Maths - Teaching for Mastery
At Hillcross, our maths curriculum has been designed with the intention to develop the children’s interest and love for mathematics and to inspire and instil a thirst for knowledge.
We have adopted a teaching for mastery (TfM) approach to teaching maths and implementing our curriculum as we believe it complements our school motto of thinking differently, aiming high and achieving as well as meeting many of our whole school intent priorities:
- TfM builds up an increasingly complex understanding of carefully chosen concepts over time (deliberate sequencing aids readiness).
- TfM helps and enables children to make connections, links and find patterns in learning across and between mathematical concepts (the identification of specific transferable threads).
- TfM allows teachers and children to revisit and repeat the acquisition and application of knowledge and skills until they are deeply embedded and readily recalled.
- TfM focuses on effectively used and deployed vocabulary so as to promote accurate mathematical thinking from as young as five years old.
At the centre of TfM is the belief that all children have the potential to succeed and develop a positive outlook on maths in order to drive future ambitions. All children have access to the same curriculum content and opportunities to master the concept being taught through small steps. All children from the age of five are taught maths covered by the national curriculum; TfM has sequenced curriculum in small, detailed and coherent steps to ensure children acquire, master and connect long-lasting knowledge to solve challenging problems.
We are a member of the South West London Maths hub, coordinated by the National Centre for Excellence in the Teaching of Mathematics (NCETM), which is committed to improving and enhancing teacher practice. NCETM defines TfM as:
- Maths teaching for mastery rejects the idea that a large proportion of people ‘just can’t do maths’.
- All pupils are encouraged by the belief that by working hard at maths they can succeed.
- Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.
- Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.
(The Essence of Maths Teaching for Mastery, 2016)
Please find below information by year group providing information about Maths in each year.