At Mount Hawke Academy, the teaching and learning of mathematics is a high priority as we recognise it as an essential skill for life. Our children are taught the three main areas of the National Curriculum:
This is done through a Mastery Curriculum, ensuring that all of our children develop a deep and sustainable understanding of mathematical concepts promoting a rich understanding of mathematical concepts, taught in small steps in a systematic way.
We strive to offer a Maths curriculum which is consistent and progressive. We continuously look at ways in which we can enhance the teaching and learning of mathematics within our school. All teachers are passionate about the teaching of mathematics, and strive to ensure context of mathematics is firmly embedded in the immersive learning experiences for all children.
At Mount Hawke Academy, we have been fortunate enough to work with Shelley Beckerleg (NCETM Professional Development Lead, Specialist Leader of Education, Maths Mastery Lead for Aspire Academy Trust) in order to further improve the teaching and learning of mathematics.
All teachers and TAs have worked tirelessly to improve our children’s understanding of Maths through development of the Teaching for Mastery approach within our school. This has involved training on each of the principles of teaching for Mastery, demonstration lessons in KS1 and in KS2, staff reflection groups on own practice, planning support, coaching and mentoring.
For 2018-2019 we are continuing our journey with a new goal – we are committed to ensuring that we give children every opportunity to move their understanding of maths into GDS (Greater Depth Standard) throughout the school. To aid this, we have provided internal staff training on GDS questioning and held staff reflection sessions on what constitutes GDS questioning. Children are challenged in lessons to strive to challenge themselves with GDS work.
Examples of GDS question stems are:
How could you sort these.......?
How many ways can you find to ....... ?
What happens when we ......... ?
What can be made from....?
How many different ....... can be found?
Questions should provide opportunities for reasoning and problem solving and might involve the use of visual images for children to interpret. Sometimes children are given an answer and encouraged to write a question, and sometimes they are challenged to create a problem for a classmate.