At Stanton in Peak, we have adopted a mastery approach in the learning and teaching of mathematics. This approach is embedded within and across both key stages. The main aim of such an approach and development of a curriculum model that values ‘going deeper’ is to ensure that our children develop a secure knowledge of mathematical concepts, so that those pupils beginning their education at school are able to access age-appropriate ideas and do not see gaps open in their learning over time.
Despite having developed a mastery approach in the learning and teaching of mathematics, we are aware that some children will have gaps in their pre-requisite knowledge. Consequently, our medium-term planning has been designed to take into account cases where ‘catch-up’ is still required. Medium term planning also shows longer being spent on each topic as mastery is an integral part of the system, so that a broadening of knowledge and skills can take place as part of pupils’ learning experiences.