We teach mathematics through an Aurora Trust-wide approach to developing fluency, reasoning and problem solving. Mathematics is taught as a whole class and through intervention and booster programmes. Children are taught in mixed-attainment classes with their peers within their year group, in a talk-rich environment which encourages reasoning and problem solving. We promote the use of the Concrete, Pictorial and Abstract (CPA) approaches and resources at an age-appropriate level and for all children who may benefit from such approaches.
At TGS, we place an equal emphasis on teaching how to calculate, reason and problem solve.
In Early Years, the main session of Mastering Number is followed up with focused activities based on the strand being learnt with topics not covered by Mastering Number (e.g. Shape and space) taught through the EY White Rose schemes of learning.
Children in KS1 learn through both the NCETM ‘Mastering Number’ programme and White Rose schemes of learning. Along with all AAT schools, we follow the sequencing outlined by NCETM with regards to the Mastering Number programme.
In Key Stage 2, we use White Rose as the basis for our curriculum coverage, including the schemes of learning and small steps for every year group. We also use the White Rose calculations policies and believe these should be shared with pupils and parents.
We say that all lessons, where the White Rose small steps are being taught, should include the teaching of fluency, reasoning and problem solving and these should then be implemented in the practice phase of a lesson via the task slips. Our task design should be varied and stimulating. For example, different types of fluency questions should be used to allow pupils to think and answer in different ways.
Children are taught in a low-threat, high-accountability environment, where all children are enabled to be successful mathematicians. We will accelerate pupil progress through the teaching of reasoning and problem-solving, often leading to some students attempting ‘Solve’ questions that develop the depth of their knowledge.