From September, we started using the White Rose scheme of learning that promotes reasoning, problem solving, perseverance and opportunities for collaborative learning. Opportunities to embed fluency are built into all topics. Full curriculum coverage is ensured through monitoring and book scrutiny.
Year group planning meetings are used to discuss the pitch of lessons for different ability groups. Pre-learning tasks inform the subject content and depth of future topics. We adjust the Scheme of Work for our individual classes and the year group as a whole accordingly.
Assessment for Learning questions and key vocabulary are included in lesson planning to inform pupil questioning. We share different strategies, resources and assessment for learning tools to ensure all teachers are constantly sharing and developing knowledge, skill and understanding. Problem-solving questions are not restricted to worded problems.
Inspiring and exciting students
We aim to make learning exciting. We encourage resilience by rewarding and celebrating perseverance rather than just the correct answer. This is monitored through learning walks and lesson observations. We promote independence by providing concrete materials and visual prompts that children can access without needing recourse to a teacher. Students develop perseverance as a result of regular exposure to low threshold – high ceiling tasks, opportunities to work collaboratively and a classroom culture that values making mistakes as a step towards new learning. Teachers give children thinking time when responding to questions. Embedding the skills pupils have been taught Opportunities are sought to embed mathematics in the wider curriculum.
Some examples include:
• interpreting/drawing graphs
• investigating populations
• reading and interpreting problems
• presenting and explaining reasoning
• measuring using Newton meters, measuring cylinders, stop watches and weighing scales
• interpreting scales and calculating distances
• searching for and describing patterns
Embedding Quality Teaching and Learning Teachers use a range of assessment for learning strategies in every lesson to allow all children to demonstrate what they can do and to allow increased thinking time when responding to the teacher’s questions. The mathematics subject leader / team
Teachers are embedding the use of concrete materials in lessons throughout the Key Stage to support deep learning. We are investing in a range of high-quality concrete materials across all areas of the mathematics curriculum to support the CONCRETE - PICTORIAL - ABSTRACT approach which is fundamental to teaching for mastery.
We have developed a marking system that clearly identifies areas of success and areas for development. All children have access to a copy of the code which is displayed in the classroom and in their exercise book. Children are expected to respond to the different elements of the code in different ways in response to the teacher’s feedback. Children are given sufficient time to respond to the teacher’s feedback. Supporting teachers to deliver excellence Teachers are developed through a process of co-coaching - monitor – support – review. Co-coaching sessions were focused on a taught session in the given year group delivered by the Mathematics Lead and observed by the year group team. This was then followed up with a collaborative planning session to unpick the approaches used in the lesson and the impact on learning before applying this to planning future learning.
Regular INSET sessions provide whole school training and an opportunity to address whole school issues.
In March 2021 focused on the use of concrete materials as during remote learning, use of these materials had been limited even though, as a school we provided home learning packed of resources to our venerable pupils embed deep learning and to underpin learning and teach structures before procedures. Learning walks, lesson observations and pupil questionnaires are used as a means to monitor engagement in lessons. Support includes:
• co-coaching sessions with the Mathematics Lead and year group colleagues
• opportunities to plan collaboratively
• training opportunities
The impact of the various support strategies is measured through learning walks, teacher discussions, monitoring, book scrutiny and analysing termly assessment data in Pupil Progress Meetings.
Better questioning and increased thinking time allow children to more fully articulate their reasoning. Teachers are now getting better at challenging children to explain their reasoning to their peers evidenced in lesson observations and drop-ins. Most importantly, children enjoy their mathematics lessons. Outcomes for pupils in mathematics are reported to Governors.
At Holy Trinity we're using the Mastery: Small step approach to the learning and teaching of Mathematics.
White Rose Maths: Teaching maths for mastery is a transformational approach to maths teaching using CPA (Concrete, Pictorial, Abstract) When taught to master maths, children develop their mathematical fluency without resorting to rote learning and are able to solve non-routine maths problems without having to memorise procedures.
NEED TO KNOW
- Evidence-based approach to teaching maths
- Helps pupils develop a deep, long-term and adaptable understanding of maths
- Inclusive approach where all children achieve
- Slower pace which results in greater progress
- Reflected in the 2014 English national curriculum for mathematics
- Endorsed by the Department for Education, NCETM and OFSTED
See the link below for more information on the White Rose approach to Mathematics: