Red Rose Mastery Maths Scheme for Year Four (training only)

Suitable for: Teachers, ECT,

Course code Keystages Presented by
MAT197 KS2
  • Tim Kirk (Teaching and Learning Consultant Mathematics)

**This course is for schools who already use the Red Rose Mastery Maths scheme and have teachers new to school or new to year group. For schools wishing to book a place on the course and purchase the scheme, please go to MAT597.**

• To become familiar with the resources and structure of the Red Rose Mastery Maths scheme for Year Four.
• To clarify the meaning of mastery in mathematics.
• To identify and explore the principles of the mastery approach to mathematics.
• To discuss the implementation of a mastery curriculum in mathematics, identifying the features of deep understanding in a learner and the teaching strategies required to support this including lesson design, teaching, use of resources and support for pupils.

A mastery curriculum rejects the idea that a large proportion of people ‘just can’t do maths’ (NCETM 2016) and instead focuses on the idea that all pupils can achieve depth in their learning which can be accomplished by using key principles including:
Representation and structure (effective pedagogies for modelling, concrete-pictorial-abstract approaches, effective use of manipulatives and transition between them)
Coherence (curriculum design, progression of objectives, sequencing learning, small steps, contextualising learning between different areas of mathematics)
Mathematical thinking (effective questioning, identifying patterns and relationships, deep understanding through reasoning and problem solving, supporting children to achieve deeper learning where appropriate)
Variation (progression through representations using conceptual variation, progression through questioning using procedural variation)
Fluency (efficiency, accuracy, flexibility, developing unconscious competence)
These elements of effective mathematics teaching are supported in both the National Curriculum and the Ofsted Inspection Framework.

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