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Maths Curriculum

In Primary, our curriculum follows the National Curriculum of England: mathematics programme of study adapted to an international context. The national curriculum for mathematics aims to ensure that all students:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Our Maths curriculum enables students to build on prior knowledge, students have a secure understanding of concepts before moving on. We focus on ensuring that key learning, such as students knowing their multiplication tables, is fully embedded. We begin each new area of learning by assessing each students' current level of attainment and build on from there. Our continuum of learning ensures that students consolidate prior learning and apply their knowledge to problem solving and reasoning; using and applying what they know to solve 'real-world' problems, adding relevance to their learning.

Mastery Learning

Mastery learning enables students to move forward at their own pace as they master new concepts and skills. Thomas Guskey codified the the core elements of mastery learning:

  • Diagnostic Pre-Assessment with Pre-Teaching

  • High-Quality, Group-Based Initial Instruction

  • Progress Monitoring Through Regular Formative Assessments

  • High-Quality Corrective Instruction

  • Second, Parallel Formative Assessments

  • Enrichment or Extension Activities

We use the work of White Rose Maths, following the National Curriculum programme of study and ensure that we implement a mastery learning cycle approach in our Maths lessons. Individual students' needs are planned for and continually monitored through effective formative assessments. Students work in dynamically arranged in-class ability groupings to ensure that all students are stretched and challenged.

We follow a progression of learning that provides a framework of learning opportunities but never lose sight of the fact that we teach the students, not the curriculum. We ensure that we have a good understanding of the needs of each individual student and provide targeted and bespoke instruction that enables all students to excel.

What do we want for our students?

  • To enjoy Maths

  • To be able to use a range of resources to solve problems

  • To be able to use all four operations to solve a range of problems by the end of Key Stage 2

  • To be able to use key skills taught in school in the outside world

  • To be successful mathematicians

Mathematics Mastery @ ISB

  • At ISB, we have a Maths Mastery approach to the teaching and learning of Maths.

  • Whole class moves through content at the same pace (prioritise learning over performance)

  • Time to think deeply about the maths

  • Differentiates through depth rather than acceleration

  • Use formative assessment frequently

  • Find and fill knowledge gaps (interventions)

  • From Early Years to Year 6, students are encouraged to use objects and pictures to demonstrate and visualise abstract ideas, alongside numbers and symbols.

  • Builds self-confidence in learners

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