We are currently working to sustain the Mastery approach to the teaching and learning of Maths from EYFS through to Year 6 with the support of the local maths hub as well as whilst working with other colleagues in the ODST. We use the NCETM prioritisation curriculum plans to ensure key areas are focused on and revisited throughout the year. This is supplemented with high quality resources taken from The White Rose Scheme to ensure all areas of the National Curriculum are covered over the year as well as to provide additional useful teaching resources.
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. From NCETM website
Teachers continually observe and assess pupils informally, adjusting current and subsequent planned lessons as required. Assessments are made against the objectives taught and the National Curriculum expectations as set out for each year group in our tracking system, Target Tracker (see below for details for each year group). Assessments are made to support further planning and to report children’s progress and attainment. A range of assessments both formal and informal are made to provide evidence on pupil’s progress and attainment. At the end of each topic, journaling is used to ascertain the depth of children’s understanding and whether they have ‘mastered’ it.