Our English and Maths curriculums are carefully planned and structured using research in cognitive science to maximise learning. Our character approach links clearly and deliberately into these subjects by exploring characteristics such as being an ‘innovator’ in writing or exploring ‘ambitious’ choices in maths. Using this approach to promote metacognitive approaches in reflecting on learning strengthen neural connections for long-term retention of knowledge.
- · Using resources from Maths Mastery and White Rose in maths enables us to space content deliberately to retain key information in long term memory and apply previously learnt skills and knowledge in new contexts.
- · Novel study in reading supports our ‘OAW Loves to Read’ approach to reading and deepens comprehension skills across all areas. Unseen texts then regularly revisit and reiterate this learning using a spaced retrieval approach. Linking texts to curriculum themes strengthens connections between learning and adds additional knowledge gathering opportunities for foundation subject areas.
· ‘The Write Stuff’ approach in writing carefully scaffolds principles of direct instruction and dual coding to create impact writers who communicate confidently and eloquently using creative ideas and ambitious vocabulary. Genres are mapped across the year to ensure a full coverage and the progression of these genres are carefully considered across year groups to build on previous knowledge and skills in moving learning forward.
CPD for all staff developing our understanding of these pedagogical processes and the importance of cognitive science in learning underpins the planning, implementation and quality of delivery across our curriculum.
Reception, Year 1, Year 2 and Year 3:
In Reception, Year 1, Year 2 and Year 3, Maths is taught using a ‘Maths Mastery’ approach. The children are taught using a six part lesson focusing heavily on their mathematical vocabulary. ‘Mathematics Mastery’ is an approach to mathematics education which is based on mastery learning in which children are expected to achieve a high level of competence before progressing. Children are taught using concrete manipulatives and varied pictorial images, to embed their mathematical understanding before being given the opportunity to apply their knowledge to deep and meaningful problems.
Since using the ‘Mathematics Mastery’ approach our staff say:
“I have seen an incredible difference in the mathematical language and vocabulary the children are using.”
“Maths lessons are interactive, fast-paced and fun with the aim to have all pupils fully engaged.”
In years 4 to 6 children also follow a fast-paced 6 part lesson focusing heavily on mathematical vocabulary. White Rose maths resources are used across the school and used to supplement a concrete, pictorial, abstract approach whereby the children are encouraged to use various models and resources to fully support and embed their understanding before applying to a range of varied fluency questions as well as rich problems and reasoning.
Children are encouraged to be curious, explore and reason using accurate mathematical vocabulary and apply their knowledge confidently to any problem they are faced with.