PRINCIPLES & BELIEFS
There is a change of ethos within the establishment away from rapid acceleration through material to a deep conceptual understanding of mathematics. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths’.
With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics. All pupils are encouraged to develop a growth mindset.The class work together on the same key point, whilst at the same time challenging and supporting pupils to gain depth of understanding and proficiency. Acceleration to higher content is avoided. High expectations for all.
NCETM
Teaching for Mastery - Discover what teaching for mastery means
Mastery Explained - Evidence, exemplification and illustration to explain the mastery approach
Mastery Materials - PD Materials, assessment materials, calculation guidance and ITE resources
Mastery Magnified - how Teaching for Mastery is working in schools with case studies, lesson videos & leader interviews
