Intent: (What do we want the children to learn and why? What knowledge and skills are taught?)
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At Drake and Morice Town Primary Academy, we equip our students with the relevant skills and knowledge required to excel their mathematical understanding both at school and beyond. Our maths curriculum is rich with relevant mathematical concepts, ambitious vocabulary and is rooted in mastery. The mastery approach enables pupils to solidify their understanding by regularly revisiting concepts through varied fluency, reasoning and problem solving. Retrieval questions in our lessons will concentrate on repeatedly practising key number facts, the four operations and place value as these domains have been identified as critical knowledge. Our curriculum is taught in small incremental steps that purposefully build upon prior knowledge, enabling children to retrieve number facts or methods learnt previously and make connections to new mathematical concepts.
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Implementation (How are we doing it? How are the pupils going to achieve the acquisition of knowledge? How does the curriculum delivery this?):
- Planning incorporates maths mastery (the five big ideas NCETM). Our planning is centred around coherence, representation, mathematical thinking, fluency and variation to ensure key concepts are taught thoroughly and in small incremental stages.
- Our lesson design is based on Rosenshine’s Principles of Instruction. Learning is broken down into small chunks and builds over time. Lessons are split into ‘I do, we do, you do’ so that students can see the correct process and practice before attempting independent work. Opportunities for formative assessment are embedded into the lesson for the teacher to check understanding before moving on.
- Teachers use models and worked examples to explicitly demonstrate mathematical thinking.
- Maths scoop is an intervention used to quickly address misconceptions before moving on. This ensures our students are able to ‘keep up, not catch up’.
- Formative and summative assessment informs teachers the exact level to which their students are working and gaps are addressed quickly through purposeful intervention.
- Weekly arithmetic homework is set to give students further opportunities to practice and embed number facts and mental arithmetic skills.
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Impact: How do we evaluate what knowledge and skills pupils have gained against expectation?
- Pixl assessments in both arithmetic and reasoning provide data that informs teachers of the levels at which their students are working. These assessments analyse results and provide recommendations of interventions to close gaps in learning.
- Regular pupil progress meetings are used to discuss pivotal children and actions are agreed to promote good progress.
- Exit tickets are used at the end of every lesson to check understanding against the learning objective.
- Maths scoops (catching pivotal children so that we can address gaps of knowledge quickly).
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