At Beacon View Primary Academy we follow a mastery approach to teaching maths. We believe our approach gives children the best chance of acquiring a deep, long-term, secure and adaptable understanding of mathematics. This evidence based approach is underpinned by five key ideas: coherence, representation and structure, mathematical thinking, fluency and variation.
Learning follows the White Rose Scheme of Learning with lessons taught in small steps enabling children to build on what they already know.
Representations and structure
Children are shown models incorporating concrete and pictorial representations of new concepts where children are given opportunities to notice patterns and relationships.
Through discussions in lessons and opportunities to reason, children are able to make sense of what they are learning and develop and extend their ideas.
Children are given opportunities during lessons to develop their rapid recall of facts as well as procedural fluency in order to apply their knowledge to a range of contexts.
Through different representations and activities, children are able to deepen their conceptual understanding.
What does a week look like?
At Beacon View Primary Academy children have a maths lesson each day. As well as this, children have regular opportunities to review learning, during morning activities. This gives the children time to consolidate and build their fluency in key concepts they have previously been taught.
Every class also spends 5 minutes each day practising specific times tables in a variety of ways. Weekly times table assessments are used to celebrate achievements and identify next steps in learning.
What does a lesson look like?
Each lesson begins with a recap of previous learning (two weeks) as well as a review of key vocabulary that children need to access the lesson. The teacher then leads an ‘I do’ session to model a new concept in small steps to ensure understanding. A ‘we do’ element then allows children to collaboratively practise skills being taught with their shoulder buddy, with the class teacher formally assessing to inform further teaching. At this stage, there is lots of talk and discussion which helps children to actively think about the new learning. Kagan activities are used to support the children to explain their thinking. A hinge point question confirms to the class teacher that children have understood the new learning and are ready to complete independent work during a ‘you do’ session that challenges them through various questions and problem solving activities. Corrective teaching will be used for children who need additional support with the new concept.
This approach is designed to give children a secure understanding of key concepts laying the foundation for future learning. The time dedicated to reviewing key knowledge and basic skills improves children’s fluency, freeing up cognitive resources for new learning and depth of understanding. Finally, the use of variation and problem solving creates resilient learners, unafraid of challenge.