As a core subject, the teaching of Mathematics programme at Stepgates strives to raise attainment and progress for all our pupils through the delivery of an inclusive and progressive curriculum which promotes an increased level of pupil engagement, allows children to experience success and equips them with the key knowledge and skills required in order to achieve success in later life. By raising the subject profile and enthusiasm for the subject, pupils at Stepgates will become successful learners who enjoy learning and those who have a deepened conceptual understanding, make connections within their learning and be equipped with the skills to convert this across different types of problems and contexts.
Teaching towards a mastery model encourages and benefits the understanding of all pupils through the promotion of reasoning and mathematical fluency. Our in-school practice will further improve both in the quality of teaching and learning and help to diminish the differences in pupils underachievement. This ethos will help consolidate and promote a shared pedagogical outlook within our school, ensure staff subject knowledge and enthusiasm for Mathematics is maximized and encourage pupils to challenge and have high expectations of their capabilities, improving their level of resilience. Pupils will also have skills to quickly recall facts and procedures and demonstrate fluidity when moving between concepts using either a concrete, pictorial or abstract representation with confidence.
Through lesson approaches, the ‘school’s curriculum planning for mathematics (will) carefully sequence knowledge, concepts and procedures to build mathematical knowledge and skills systematically and, over time, the curriculum draws connections across different ways of looking at mathematical ideas’. Lesson content, supported by the White Rose scheme of learning and curriculum prioritization / ready to progress criteria from the NCETM divides ‘new (lesson) material into (small) manageable steps lesson by lesson.
In Mastery Monday sessions, pupils will have ‘opportunities when mathematical reasoning and solving problems will allow pupils to make useful connections between identified mathematical ideas or to anticipate practical problems they are likely to encounter in adult life’.