At Charlton Manor, we have adopted a Mastery approach in order to deliver the three aims of the National Curriculum: fluency, reasoning and problem solving. Underpinning this pedagogy is a belief that all children can achieve in Mathematics.
Our approach aims to provide all our pupils with full access to the curriculum, enabling them to develop a deep, long-term, secure and adaptable approach to Mathematics in order to be independent Mathematicians who are well prepared to apply their learning to the wider world of work.
We have developed a problem-solving curriculum that includes an emphasis on conceptual understanding, supported by a systematic development of skills, knowledge and concepts, which helps pupils to develop their intellectual competence such as the ability to visualise and maths logic for solving problems.
Pupils will be encouraged to develop their curiosity about the subject, and to appreciate the empowerment of its use. Our pupils will become fluent in the fundamentals of Mathematics developing conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They will be able to solve problems by applying the skills they learn to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof with an emphasis on using mathematical language.
We teach Mathematics using whole class interactive teaching where procedural and conceptual understanding are developed simultaneously. Deeper understanding is prioritised where key knowledge is learnt and retained to allow further discussion to deepen children understanding.
At Charlton Manor, we have adopted the White Rose scheme of learning. It shows a clear progression of skills and focuses on a depth of understanding to a mastery level. Every year group starts the autumn term covering number and place value before moving onto covering the four operations. Following this, each year group moves through the different topics within the subject, building on prior learning. Our programme shows a clear correlation between the knowledge the children learn in the Autumn term and the skills they will need in the later terms. This year particularly we are focussing on the reasoning and problem-solving side of Maths.
'I like using concrete. It helps me.'
'We use the bar model to help us solve a problem.'
‘We enjoy our Maths lessons.’
'Yes. I love my Maths lessons.'
'Talking to my partner when I’m stuck helps me learn a new skill.'
'Take out the numbers, deduce what is going on, draw the bar model and work it out.'
Learning in Action