We, like thousands of other schools in the country have developed a mastery approach to Mathematics at Hazlewood which has been influenced by the success of children in Eastern Asia. The mastery approach to maths focuses on whole class teaching, developing a deep understanding of maths. We teach the children sequentially through the Concrete > Pictorial > Abstract method. Children are introduced to new learning through the use of concrete resources, leading onto pictorial representations and then eventually understanding the abstract notation. For their independent and guided work, children work on the Fluency > Application > Reasoning model. Children show their understanding by working on developing their procedural fluency. They are then challenged appropriately through tasks that require them to apply their knowledge and understanding. Children are also given open ended tasks regularly that deepen their understanding through having to reason mathematically.
At Hazlewood Community Primary School we aim for all children to become fluent at using written methods in all four operations by the end of key stage two. They will use all written methods with confidence and understanding.
The progression in calculation skills and expectations meets the needs of the National Curriculum for 2014.
Although each operation is broken down into stages and identifies year group expectations, we recognise children do not progress at the same rate. Therefore, children will be taught to their individual mathematical needs, working at the appropriate stage for their development.
We recognise the importance of using visual models and images throughout primary school to support children’s understanding of new mathematical concepts and methods. Wherever possible, we will continue to use these aids to secure understanding and fluency of written methods.
We will ensure the development of mental maths skills continues to be a main focus and written methods will be taught to children as a tool to enable them to solve increasingly complex problems with accuracy and efficiency.
We recommend children make approximations before using a written method when solving calculations and they frequently use inverse operations to check their answers.