At Edward Worlledge we have adopted a mastery approach to Mathematics in order to deliver the three aims of the National Curriculum, fluency, reasoning and problem solving. Underpinning this pedagogy is a belief that all children can achieve in Maths. We believe in promoting sustained and deepening understanding by employing a variety of mastery strategies, with teaching for conceptual understanding at the heart of everything we do. 

Our approach aims to provide all children with full access to the curriculum, enabling them to develop independence, confidence and competence – ‘mastery’ in mathematics in order to be independent mathematicians who are well equipped to apply their learning to the wider world. 

Children at Edward Worlledge follow the Mathematics Mastery programme of learning in Years R to 5 and a bespoke curriculum in Year 6. The Mathematics Mastery curriculum is cumulative – each school year begins with focus on the concepts and skills that have the most connections, and this concept is then applied and connected throughout the school year to consolidate learning. This gives pupils the opportunity to ‘master maths’, by using previous learning throughout the school year. These skills are developed by applying the 3 Dimensions of Depth to teaching and learning: 

  • Conceptual understanding 
  • Language and communication 
  • Mathematical thinking With Problem solving at the heart of Mathematics teaching and learning. 

The six-part lesson consists of: 

  • Do Now: This is a quick five-minute task that all pupils can access without any teacher input as an introduction to the mathematics lesson. 
  • New Learning: The New Learning segment introduces the lesson’s main mathematical concepts. 
  • Talk Task or Let’s Explore: The Talk Task or Let’s Explore is a chance for all pupils to practise using mathematical vocabulary related to the lesson’s concept. 
  • Develop Learning: This segment builds on the New Learning and develops a deeper understanding of the maths concepts of that lesson. It also addresses misconceptions or inaccuracies discovered during the preceding segment. 
  • Independent Task: The Independent Task provides pupils with the opportunity to practise the learning from that lesson. This may be independently and/or in pairs/small groups. 
  • Plenary: The Plenary segment recaps on the lesson, checking understanding and celebrating success. 

Teachers may use a variety of these parts of the lesson, depending on the lesson being taught and the children’s understanding and development. This may be anything from a 3-part to a 6-part lesson. 

In Year 6 we have designed our own curriculum to offer the best opportunities for closing gaps. We have analysed the objectives to be taught from the National Curriculum. We aim to revisit the entire curriculum by the end of term 2 to give plenty of time to address gaps in learning with regards to the end of key stage expectations and for Secondary readiness. 

Reception, Year 1 & Year 2 – Times Tables Songs
Year 3, Year 4, Year 5 & Year 6 – Times Tables Songs

We use TT Rockstars to develop timetables knowledge for all year groups, pupils have individual access to the app in school and at home with the chance to move up level and become a Rock Legend!