Mastery in Maths

Here at Featherstonewood Primary school, we follow a Maths Mastery approach to teaching. This means spending greater time going into depth about a subject as opposed to racing through the things that all children should know. Previously, racing through content lead to some children having large gaps in subject knowledge because the concept they had just learnt was either too big or learnt too quickly.

 

As a primary school, it is our duty to ensure that children have an absolutely solid, concrete understanding of subject knowledge and skills as well as being emotionally resilient for secondary school. With calculation strategies, children must not simply rote learn procedures but demonstrate their understanding of these procedures through the use of concrete materials and pictorial representations.

 

Now, we have the confidence to take learning at a steadier and deeper pace, ensuring that no child is left behind, as well as providing deeper and richer experiences for children who are above the national expectation for their age.

 

In short, this means working towards:

-Teach less, learn more: less teacher talk and more evidencing learning and progress

-No child left behind: all children are enabled to keep up every day.

-Space and time to experience and apply, with all children entitled to additional support to ensure they do not fall behind or to go deeper

-Understanding real life applications wherever possible to make learning relevant and not abstract; nothing should be taught without a purpose.

 

All of this means that you may see a change in the way we teach and assess your child, most notably will be in how we organise your child’s learning and how we report their progress to you.

 

We will be doing more of this:

-Teaching all children in class, together, most of the time

-Verbal feedback during lessons, shorted comments in books and more ticking of correct concepts

-Spending longer on one idea

-Giving children who need it, additional support over shorter, more intense periods, like a day or week.

 

Have a look at some of the fantastic learning which has been going on in your childs class:

Year 1

In year one we have been comparing measures.

At the beginning of the week we compared the length and height of pencils. We used the maths vocabulary, longest, shortest, tallest, smallest, smaller, taller, longer and shorter.

Next we compared the weight of the objects. We looked to find the heaviest fruit and vegetable and the lightest. We compared the fruit and vegetables using lighter, heavier, lightest and heaviest.

Next we weighed the fruit and vegetables using balance scales.

At the end of the week we compared the speed of racing cars. We explained our learning using fastest, faster, slowest, slower.

The year ones had a really fun week!

     

       

Year 3

Year 3 have been learning how to regroup tens to ones and also hundreds to tens.  We first did this using dienes blocks, then we drew pictures and diagrams. Finally we were able to do it using the column method.
 

Year 4

In Year 4, last month we looked at measurements. We started the unit by converting between units of time, mass, length and capacity before moving on to estimating, measuring and comparing them or solving problems involving measurements.

Year 5

In Year 5, this month we have been looking at sharing and grouping numbers. We started the topic by using the place value counters before moving on to drawing pictorially and then abstract.

Year 6

In Year 6, we have been learning strategies to help us solve calculations more efficiently. We have had to think really carefully about our mathematical language when explaining our reasoning and justifying our answers to others.

 

Here are some useful documents to support you in understanding your childs maths learning:

Calculation Policy 2017

Featherstone Wood Primary Multiplication Guide

Maths Glossary

Progression in Calculation

 

2018
Our Diary Dates