At High Hazels Academy, we follow a mastery approach to teaching maths. We believe our approach gives children the best chance of acquiring a deep, long-term, secure and adaptable understanding of mathematics. This evidence-based approach is underpinned by five key ideas: coherence, representation and structure, mathematical thinking, fluency and variation.
Coherence: lessons are taught in small steps enabling children to build on what they already know.
Representations and structure: children are shown different concrete and pictorial representations of new concepts which reveal the structure of the maths, enabling children to notice patterns and relationships.
Mathematical thinking: through discussion in the lesson and opportunities to reason, children are able to make sense of what they are learning and develop their ideas.
Fluency: children need rapid recall of facts as well as procedural fluency in order to apply their knowledge to a range of contexts.
Variation: though different representations and activities, children are able to deepen their conceptual understanding.
These five key ideas are evident in our teaching approach.
What does a week look like?
At High Hazels Academy, children have five hours of new learning in maths each week. As well as this, children have short review sessions throughout the week which gives them time to consolidate and review previous learning as well as build their fluency in key skills such as times tables and mental arithmetic.
What does a lesson look like?
Each lesson begins with a review of four key skills to help children remember and build on prior learning. Children are then introduced to a new concept in small steps to ensure understanding. With each small step, children are given the opportunity to practise the skill being taught with teacher guidance, so no one is left behind. Additionally, we use concrete and pictorial representations to help children to notice patterns and connections, deepening their understanding of mathematical ideas. At this stage, there is lots of talk and discussion which helps children to actively think about the new learning. Finally, when we are confident that children have understood the new learning, they are asked to complete independent work that challenges them through varied questions and problem solving.
Please read the maths policy for more detailed information. Please click here to view our maths policy
Please click below to view progression maps for each unit
Addition & Subtraction
Multiplication & Division
Ratio & Proportion
This approach is designed to give children a secure understanding of key concepts, laying the foundation for future learning in maths and STEM subjects. The time dedicated to reviewing key knowledge and basic skills improves children's fluency, freeing up cognitive resources for new learning and depth of understanding. Finally, the use of variation and problem solving creates resilient learners, unafraid of challenge.
Maths Home Learning
Year 1 and 2
In year 1 and 2, children are asked to practise their addition facts at home. Teachers will introduce the children to the addition facts they need to learn along with helpful strategies to remember them.
Year 2, 3, 4, 5 and 6
From year 2, learning times tables at home is a priority. If children do not have instant recall of multiplication and division facts, they will find many other areas of maths tricky. Children must practise the times tables set at least once a week, but we recommend children practise them for a short time each day using times table rock stars (TTRS). TTRS is a fun way to improve their times tables: children can compete against their friends, get a ‘rock status’, earn coins to spend on their avatar and play different kinds of games. It can be accessed online using the login details given by your child’s class teacher. If you have difficulty accessing TTRS online, please speak to your child’s teacher as they can be given paper copies to practice with instead.