The 2014 National Curriculum has three main aims for mathematics These are to ensure that all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
Teaching and Learning of Maths at Grouville
Pupils apply their mathematical knowledge to science and other linked subjects wherever possible.
The expectation is that pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems & through depth of questioning.
Since mastery is what we want pupils to acquire (or go on acquiring), we use the phrase ‘teaching for mastery’ to describe the process of children acquiring a deep, long-term, secure and adaptable understanding of the Maths. At any one point in a pupil’s journey through Grouville school, achieving mastery is taken to mean acquiring a solid enough understanding of the maths concept that’s been taught to enable him/her move on to more advanced material
What does Maths learning look like at Grouville? Our teaching of Mathematics is richly supported by the National Centre of Excellence in the Teaching of Mathematics (NCETM) and underpinned by high-quality mastery maths resources including the Singaporean approach: Maths No Problem, and UK based 'NRICH' Enriching Mathematics materials.
Teaching maths for mastery is a transformational approach to maths teaching which stems from high performing Asian nations such as Singapore. 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.
The whole class moves through content at the same pace. When teaching maths for mastery, the whole class moves through topics at broadly the same pace. Each topic is studied in depth and the teacher does not move to the next stage until all children demonstrate that they have a secure understanding of mathematical concepts. Though there is still plenty of opportunity for differentiation. Pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on.
Students are given time to think about mathematical procedures Students are given time to think deeply about the maths and really understand concepts at a relational level rather than as a set of rules or procedures. This slower pace leads to greater progress because it ensures that students are secure in their understanding and teachers don’t need to revisit topics once they’ve been covered in depth.
International Research Singapore Maths is a mastery approach to teaching which has produced a world-class level of achievement for many years. Singapore students scored first in the past three Trends in International Mathematics and Science Studies (TIMSS). These studies are conducted by the International Association for Evaluation of Educational Achievement (IEA). Singapore’s 4th and 8th grade students scored top place for Mathematics in 1995, 1999, 2003 and 2007.
UK & Jersey Recognition Teaching maths for mastery is a key plank of the Government’s education reforms and is reflected in the 2014 English national curriculum for mathematics. The NCETM, Department for Education and OFSTED have all endorsed this evidence-based approach which is a key part of the work within the Maths Hubs Programme. The Department for Education, the National Centre for Excellence in Teaching Mathematics (NCETM), the National Curriculum Review Committee and OFSTED have all emphasised the pedagogy and heuristics developed in Singapore. The maths textbooks that we are using at Grouville Primary School are based on the Singapore Maths approach and have been widely adopted by the Department for Education’s Maths Hubs.
Please select from the files below to see the Jersey Curriculum content for your child's year group.