Curriculum
Curriculum
All pupils need access to mathematical concepts and ideas and to the rich connections between them. There is no such thing as ‘special needs mathematics’ or ‘gifted and talented mathematics’. Mathematics is mathematics and the key ideas and building blocks are important for everyone. A detailed curriculum is mapped out across all phases, ensuring continuity and supporting transition.
Considerable time is spent on securing fundamental skills and knowledge in the early stages. There are clear minimum expectations for each year that all children (except those on individualised curricula) will leave the year group having mastered.
It is not expected that concepts and procedures will be re-taught later in the year or the following year; instead they will be built on.
The structure of the day / timetable allows for same day intervention to ensure all children master the key concepts and skills before moving on to the next lesson.
Early Number Sense
NRICH article on early number sense by Jenni Back.
Learning Trajectories
An American website that looks at learning trajectories in early years mathematics.
NCETM Mixed Age Curriculum
Teaching for mastery in mixed-age settings.
NCETM Mixed Age
NCETM case study on mixed-age classes.
Mixed Age Teaching
Applying mastery in a multi-age classroom.
EEF Teaching and Learning Toolkit
EEF Toolkit – An accessible summary of the international evidence on teaching 5-16 year-olds.
Shanghai Curriculum (Primary & Junior)
Example of the Shanghai curriculum collected during one of the NCETM exchanges.
Grouping Bibliography
A collection of sources of research on pupil attainment grouping
Mixed Attainment Classes (Secondary)
A case study from St Marylebone Secondary School about teaching mixed attainment classes.