Maths Mastery Curriculum Overview

A Mastery Approach at Holy Trinity Catholic School When developing the mathematics curriculum at Holy Trinity, we have taken much of the content and principles of ‘Mastery’ taken from the National Curriculum, which reflects the teaching found in high performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China. We have carefully considered the impact of the cultural differences and the specific needs of our children. The Principles and Features Characterised in Our Curriculum: • Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics. • Most pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. • Pre-teach interventions that focus on subject knowledge and growth mindset are used to ensure children have the confidence and understanding to access the learning in class. • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge. • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem. • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess pupils regularly to identify those requiring intervention so that all pupils keep up. • Children are articulate in explaining and justifying their thinking when answering questions.