Mastery curriculum or life without levels

What is “mastery”? Baseline assessments and tracking progress without levels What do learning objectives look like now? What implications it will have on learning?

Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics. The large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. 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.

Baseline Assessments September 2015 Baseline assessments will show whether a pupil is ready to start the year or not. Progress can be tracked from this baseline assessment.

New terms for progression Autumn termSpring term Summer term Commencing Year 2 Developing Year 2 Secure Year 2

Learning Objectives Number and place value Supported Independent FSC1C2 I can count in twos to at least 20+ I can use pictures to solve one-step problems. I can count in multiples of 2, 5 and 10. I am beginning to solve simple one-step addition problems. I can count on and back in multiples of 2, 5 and 10. I can solve simple problems involving addition.

By the end of the unit most pupils working at age expected level C1 – commencing Year 1 C2 – commencing Year 2

But what about the more able?...

Counting on in twos, fives and tens Orally – chanting & using counting stick Hands – high fives, V for victory, Mexican waves Visually – number lines & number squares Sequencing – recording & reordering Money – 2p, 5p & 10p coins Measuring – scales, rulers Time – 5 minute intervals Data handling – scaled axis

Alternatively, set the counting on into an application phase:

What are the implications on learning? Builds more secure platform before children move on to next step. Activities designed to extend thinking around a subject. Swift intervention to keep pupils moving at the same pace. Whole class teaching that allows for multiple ways to solve a problem.