Attendance

Attendance

  • Reception 96.91%
  • KS1 96.93%
  • KS2 97.4%
Whole School

School Updates

Keep up-to-date with what’s happening.

Calendar

Calendar

  • KS1 Gym 18th November 2024 at 15:30
  • KS2 Gym 19th November 2024 at 15:30
  • KS1 Gym 25th November 2024 at 15:30
Read more
WEDUC WEDUC
Awards

Kingsmoor Lower School

Everyone Valued. Every Opportunity Given. Every Possibility Opened.

Google Translate

Get in touch

Slideshow

View Our Slideshow.

Swipe content
Top shape

Teaching for Mastery

TEACHING FOR MASTERY 

 

 

Principles:

  • Mathematics teaching for mastery assumes everyone can learn and enjoy mathematics.
  • Mathematical learning behaviours are developed so that pupils focus and engage fully as learners who reason and seek to make connections.
  • Teachers continually develop their specialist knowledge for teaching mathematics, working collaboratively to refine and improve their teaching.
  • Curriculum design ensures a coherent and detailed sequence of essential content to support sustained progression over time.

 

Lesson Design:

  • Lesson design links to prior learning to ensure all can access the new learning and identifies carefully sequenced steps in progression to build secure understanding.
  • Examples, representations and models are carefully selected to expose the structure of mathematical concepts and emphasise connections, enabling pupils to develop a deep knowledge of mathematics.
  • Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.
  • It is recognised that practice is a vital part of learning, but the practice must be designed to both reinforce pupils’ procedural fluency and develop their conceptual understanding.

 

In the Classroom:

  • Pupils are taught through whole-class interactive teaching, enabling all to master the concepts necessary for the next part of the curriculum sequence.
  • In a typical lesson, the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion, enabling pupils to think, reason and apply their knowledge to solve problems.
  • Use of precise mathematical language enables all pupils to communicate their reasoning and thinking effectively.
  • If a pupil fails to grasp a concept or procedure, this is identified quickly, and gaps in understanding are addressed systematically to prevent them falling behind.
Top