'A commitment that ALL pupils can and will achieve in mathematics by providing opportunities for all pupils to develop the depth and rigour they need to make
secure and sustained progress over time

What is Teaching for Mastery?

Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.

The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths. Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material.

Teaching for mastery in maths demonstrates a number of characteristics that underpin the approach. Some are listed below, and more can be found in the NCETM’s 2016 paper ‘The Essence of Maths Teaching for Mastery’.

• It rejects the idea that a large proportion of people ‘just can’t do maths’
• All pupils are encouraged by the belief that by working hard at maths they can succeed
• Pupils are taught through whole-class interactive teaching, where the focus is on all working together on the same lesson content at the same time. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind
• Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other. The Five Big Ideas underpin teaching for mastery in both primary and secondary schools.

The Five Big Ideas underpin teaching for mastery in both primary and secondary schools.