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All cohorts follow the National Curriculum for Maths ARE expectations based around the aims of fluency, mathematical reasoning and problem solving with a particular emphasis on fluency that blend of conceptual understanding and procedural flexibility.

The National Curriculum places higher expectations on pupils and teachers. It requires teaching to mastery. At Alderman Bolton, our approach to teaching Maths unpacks mastery and ensures deep learning. Our School expect the majority of pupils to move through the programmes of study at broadly the same pace. In all key stages, pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content and those who are less secure should consolidate their understanding before moving on.

Our children’s curiosity is ignited through exploration of an “In Focus” problem that is easy to enter but difficult to leave. Deep learning through challenge and consolidations with the use of variance. They will make links and connections using a blend of practical apparatus, moving from concrete, visual, to abstract. The children will present multiple methods of working to “prove” an answer in their own Maths Journal.

Differentiation will be evident in how the teacher helps all pupils in the class to understand new concepts and techniques. The blend of practical apparatus, images and representations within the Singapore Model may be different for different groups of pupils, or pupils might move from one to the next with more or less speed than their classmates. Skillful questioning is key, as is creating an environment in which pupils are unafraid to grapple with the mathematics. Challenge comes through more complex problem solving, not a rush to new mathematical content. Good consolidation resists underpinning ideas and/or structures through carefully selected exercises or activities. Mastery calls this ‘intelligent practice’.

Pupils attainment will be assessed through the use of tests and teacher assessment linked to Age related expectations. Progress will be measured by School specific assessment checks in each term. Retrieval practices will take place in each year group through the use of “Distance from Learning” quizzes (which take place 3 weeks after completion of a unit of work) and less formal quizzes, games, morning challenges and homework.