As of 2020, the government will begin statutory testing of children's knowledge of timestables. In June 2020 it will be mandatory for all children starting Year 4 in September 2019 to sit a timestables test so it essential your child is fluent with their recall. To find out more information regarding testing procedures please copy and paste the link into your browser or alternatively contact Mr Porter.
Power Maths is our new, exciting 'maths mastery' scheme which is used in Years One to Six. It is a whole class approach which aims to make learning fun and create connections between concepts, allowing children to explore their learning and master new ideas with a deep understanding.
Meet some of our Power Maths characters!
These characters help us to understand new methods and can be found in every year group's text books. Each character has a specific skill or personality that can help us when learning maths.
The children have been working hard to learn their names and use their ideas to support their reasoning in class.
At Holden Clough, we strive for our children to be successful and proficient mathematicians. Maths is a life skill – we use it all the time for example when we are baking, when shopping, whilst driving and when solving problems. We use maths when we are drawing, when building, whilst waiting for the bus and when going on holiday. We even use maths when we don’t even realise it.
To be successful in Maths, we recognise that pupils need to develop their conceptual understanding. In other words, pupils don’t only need to be able to recall facts quickly, they also need to be able to apply their knowledge in a range of different contexts, including those that are new and unfamiliar.
In order to develop conceptual understanding in our pupils, this year we are implementing the CPA approach to learning (concrete, pictorial and abstract). This approach recognises that in order for pupils to understand abstract concepts, they must first learn mathematical concepts through the use of concrete resources and pictorial representation.
What is Mastery Maths?
Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.
The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.
Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material.
The Essence of Maths Teaching for Mastery
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.
Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time, as happens in Shanghai and several other regions that teach maths successfully. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind.
If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson.
Lesson design identifies the new mathematics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning. In a typical lesson pupils sit facing the teacher and the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion.
Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other. It is recognised that practice is a vital part of learning, but the practice used is intelligent practice that both reinforces pupils’ procedural fluency and develops their conceptual understanding.
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.
Key facts such as multiplication tables and addition facts within 10 are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts.
The 5 'Big Ideas' when it comes to 'Teaching for Mastery'
A true understanding of these ideas will probably come about only after discussion with teachers and by exploring how the ideas are reflected in day-to-day maths teaching, but here’s a flavour of what lies behind them:
Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.
Representation and Structure
Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation
If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others
Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics
Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.
Do you have a question or query about Maths at Holden Clough? Need help with any calculation methods?
Email Mr Porter, our Maths Lead who will respond to answer or assist in any way they can. Just email, firstname.lastname@example.org