Mathematics is in everything we do and see. Many of the advances being made in Digital Technology, Engineering and Science could not be made without similar advances in the understanding of applications of Mathematics.
Within the department at Brooklands School we aspire to inspire by teaching the skills students will need to apply to everyday situations throughout their school journey and beyond.
We have a conviction that every child can achieve. Our curriculum is based
upon the teaching, enabling students to build number fluency, confidence and
understanding, step by step. We want students to master concepts one step at a time in lessons that embrace a Concrete, Pictorial, Abstract approach avoiding overload, building on prior
learning helping them to see patterns and connections. A whole class teaching approach encourages thinking and precise mathematical language and allows pupils to deepen their understanding as far as they can. (Please refer to Maths Mastery Document)
We stream our classes by ability. There are 6 groups per year. Groupings are flexible and students are monitored and reviewed on a regular basis and moved between sets if appropriate after departmental consultation. This allows students with similar abilities to feel comfortable in their surroundings enabling the more able and able to be stretched accordingly
and the less able to be supported to help fill gaps in their understanding. Our curriculum is tailored to meet their needs.
We believe that:
Every Child has the right to achieve their maximum potential without a pre conceived limit.
The ability to succeed is not fixed and this is clear in both lesson design and class teaching.
Learning in maths should focus on depth of understanding before breadth.
Pupils should 'keep up' over 'catch up'. All children should be given the opportunity to
access the lesson regardless of previous attainment.
High expectations should be made clear to all learners.
Emphasising the high value of mathematics education to all staff, pupils, parents and carers is key to our children becoming successful mathematicians.
All staff should actively attempt to improve their pedagogical understanding of maths mastery wherever possible, and feel supported by school leadership to this aim.
What Mastery 'looks like'
Teaching for Mastery in Maths is evident in Key Stage 2.
Pupils are taught in their own year group. There are six 50 minute lessons per week and will sometimes be followed by an independent practice session if required.
Feedback on progress is made during or after the lessons, with the student afforded time to make
Improvements to their work. Sometimes, children will mark their own work or take part in peer assessment. This is reflected in the school and our department assessment policy.
Pupils are generally taught as a whole class, although some students will work with a High Level Teaching Assistant for different parts of the lesson where the teacher feels it is relevant. The teacher or HLTA will use their judgement to determine whether a child remains in the whole class environment or spends time on a more personalised learning approach.
All pupils will be given opportunities to reason, problem solve and gain fluency both individually and with their peers.
All pupils will have access to multi representations and use concrete, pictorial and abstract representations alongside each other to develop a deep understanding of methods and concepts.
The lesson will be carefully crafted to allow learning to take place over a number of small, conceptual steps which allow opportunities to make connections and to investigate maths at greater depth.
The pace of lessons may appear to be slower.
Some pupils will require extra support either during or after lessons to enable them to master certain concepts or elements. This will be carried out immediately to allow the child the ability to access the next lesson.
Any pupil who rapidly grasps skills and concepts well in the main lesson is challenged by being given activities which require a greater depth understanding.
Lessons will feature a lot of dialogue between the teacher and the pupils.
Longer time can be given to each topic of the maths curriculum to ensure efficient understanding.
Differentiation will be mainly through the level of support each child receives. Generally, pupils will not be given different activities within a class to complete.
Precise and accurate use of mathematical vocabulary/language will be used by the teacher and pupils.
Common misconceptions will be addressed immediately.