All pupils need access to these concepts and ideas and to the rich connections between them. There is no such thing as ‘special needs mathematics’ or ‘gifted and talented mathematics’. Mathematics is mathematics and the key ideas and building blocks are important for everyone. A detailed curriculum is mapped out across all phases, ensuring continuity and supporting transition.
Considerable time is spent on securing fundamental skills and knowledge in the early stages. There are clear minimum expectations for each year that all children (except those on individualised curricula) will leave the year group having mastered.
It is not expected that concepts and procedures will be re-taught later in the year or the following year; instead they will be built on.
The structure of the day / timetable allows for same day intervention to ensure all children master the key concepts and skills before moving on to the next lesson.
|These freely available set of mastery overviews and schemes of learning have been developed by primary practitioners in conjunction with the White Rose Maths to provide a curriculum plan that will support ‘Teaching for Mastery’ (DropBox)|
|Exemplar SOW Secondary||This is the outline of the Mathematics Mastery secondary curriculum plan, designed for use by school leaders and teachers in schools in the ‘Mathematics Mastery’ partnership. Mathematics Mastery is happy to share this programme of study with schools beyond this community in order to support preparation for and implementation of the new National Curriculum, but please bear in mind that it is designed to be used in conjunction with the detailed Mathematics Mastery unit guides and resources.|
|Whole Scheme of Work||Excellent, nicely formated SOW on TES from White Rose Maths.|
|Exemplar SOW Y7-9||Freely available overviews and schemes from the White Rose Maths.|
|Exemplar SOW Y7-Y11||A freely available collection of schemes of work from Kangaroo Maths for Key Stages 1 to 5.|
|Exemplar Y7-Y11 Progression||A freely available collection of progression maps from Kangaroo Maths Key Stages 1 to 5.|
|Interleaved Maths Practice||A booklet by Roher, Dedrick and Agarwal about Interleaving in maths.|
|Achieving Fluency in Addition and Subtraction||An article from the NCETM Primary Magazine 95|
|Plymouth CIMT Resources (Primary)||A comprehensive set of plans produced by the Centre for Innovation in Mathematics Teaching (University of Plymouth) with links to lesson plans, resources etc.|
|AET Mathematics||Curriculum resources by mAthEmaTics|
|NRICH EYFS Guidance||An Article by Jenni Back explores the basic foundations of number sense and outlines relevant research in this area.|
|Learning Trajectories||An american website that looks at learning trajectgories in early years mathematics|
|Teaching Mixed Age Classes||A report by Devon LA and Babcock into the teaching of students in mixed age classes.|
|Teaching for Mastery in Mixed Age Classes||NCETM case study on Mixed age classes.|
|Mixed Age Planning Project (KS2) with Examples||A summary and findings of a school action research project by Archimedes Maths Hub and North Yorkshire County Council.|
|Teaching Mixed Attainment Classes||A case study from St Marylebone Secondary School about teaching mixed attainment classes.|
|Teacher Research Groups||Information about TRGs from NCETM.|
|EEF Toolkit||An evidenced based impact on education|
|Fractions Sheet 1, sheet 2, sheet 3||A method of curriculum design that explores the "journey" through a topic and focuses on key aspects, difficult points, representations, variation and stem sentences.|
|Shanghai Curriculum (Primary & Junior)||Example of the Shanghai curriculum collected during the exchange.|
|Shanghai Curriculum (Secondary)||Example of the Shanghai curriculum collected during the exchange.|