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Secure my understanding of incorporating the 5 steps of mastery into a lesson.

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Secure my understanding of incorporating the 5 steps of mastery into a lesson.

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Enough resources per class, adults to guide learning, needs of the cohorts.

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Enough resources per class, adults to guide learning, needs of the cohorts.

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Look at delivery of teach it part to enable the ping pong approach more and explore talking partners further.

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Look at delivery of teach it part to enable the ping pong approach more and explore talking partners further.

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We use Can Do. Try it/twist it/solve it/prove it. MOT lessons are sporadic. Follow lesson design of hook/context, teach /model it, what it is or not and then children indep learning.

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Hillview Primary.                        Use Do it, Stretch it, Solve it. All classes use format. Can Do Maths - both annual timetable and teaching materials. Trying to develop consistency and ensure steps are realistic.  

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Hillview Primary.                        Use Do it, Stretch it, Solve it. All classes use format. Can Do Maths - both annual timetable and teaching materials. Trying to develop consistency and ensure steps are realistic.  

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Just transitioned to single year group Maths in order to follow mastery approach (we are mixed year group classes). We follow White Rose small steps but are considering moving to Can Do Maths. We use do it, twist it and deepen it.

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Fine tuning Can Do to support our teachers and children.
Are teachers teaching it consistently?
Where can we go off of Can Do?

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Learning walk to see maths in action in different year groups - book looks to see consistency of approach.

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Learning walk to see maths in action in different year groups - book looks to see consistency of approach.

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Representation and structure - how is it progressive throughout the school?
Embedding time for problem solving in MOT lessons and ensuring MOT lessons are completed
Giving teachers opportunity to go to other schools and lessons to see it in practise

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Hillview Primary.                      Need to get back into classes and look at quality and consistency of teaching 

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Hillview Primary.                      Need to get back into classes and look at quality and consistency of teaching 

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-getting all teachers on board with it
-timetabling time for MOT sessions in
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Opportunity for teachers to see Can Do in action
Looking at calculation policy and make it our own
Give teachers the skills to be able to go off of can do when appropriate

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Hillview Primary.                Improve and widen opportunities for reasoning. Need to raise standards....percentage of pupils at ARE. Disrupted few years with pandemic.

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Hillview Primary.                Improve and widen opportunities for reasoning. Need to raise standards....percentage of pupils at ARE. Disrupted few years with pandemic.

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Seeing other schools Maths lesson in action
Skills to be able to support other teachers eg staff meeting

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Hillview Primary.                Suitable structure for the week?   Need to get staff out to observe good practitioners in school.

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Hillview Primary.                Suitable structure for the week?   Need to get staff out to observe good practitioners in school.

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We’re exploring how to make the mastery approach work effectively in our setting, due to the needs of our pupils and how to adapt when new pupils arrive. (Our children can arrive throughout the term). Children have responded well to the “do it, twist it, solve it” but sometimes lack resilience for reasoning.

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We have been doing the mastery approach for aprox 6 years. This is pretty well embedded in our school. We are trialing Can Do in Y2 and Y4 (2 maths lead year groups), with the view to roll out in Jan.
We are keen to enable all pupils to access reasoning, whatever their ability - and how we can show this in books (especially for Infants).
We have given all staff training on usin manipulatives more (especially juniors) and want to see evidence of this in teaching and learning.

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Consistency of planning and use of resources (Can Do, alongside other resources).
Use of manipulatives throughout school - especially in juniors (as not currently at level we would like)

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-Evidence o reasoning for all pupils.
- Use of manipulatives
- Introduction of Can Do
- Consistency in planning

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Lerning Walk
Book look / moderation
Pupil conferencing
Qustionnaire to teachers

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Continue with embedding mastery approach at Heron.
Consistency of planning, stem sentences, use of resources/manipulatives.
Professional discussions/sharing of good practice with other schools.
Observing other teachng in KS1 and KS2

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Learning walks and class drop-ins,
looking at activities & lesson resources to see if reasoning properly developing.
Opps for staff to good practitioners in school.

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Further opps to see good Maths teaching in different year-groups in other settings. Learning walks & drop-ins, etc in our school. Discussion about range & availability of online tools.

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We are now teaching in single year groups using HLTAs and teachers and are currently transitioning into using Can Do Maths.

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- Consider lesson length in KS2
- Including 'deepen' problems in starters/maths meetings to ensure all have chance to access it
- Develop 'can do' attitude throughout school
- Consistency in planning with introduction of Can Do
- Use of manipulatives in KS2

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- Getting teachers and TAs on board
- Time with TAs to train on new approach and correct vocabulary
- Timetables for 45 minute sessions and Maths Meetings

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- Want to fully embed Can Do Maths
- See if year group teaching is successful
- Support staff
- Consider how to report to parents/other staff members when not teaching your year group

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- Observe Can do in action in range of age ranges
- Plan some units of work collaboratively
- Support writing policy