Thank you for your quick and detailed reply! Please rest assured, I'm not planning on rocking the boat mid year, or even in a short time frame. The school I am at is 5 form entry and the previous maths leader had started us on the journey towards mastery, which SLT would like me to continue. I am just trying to see a way to fit the principles of mastery in with the principles of our school.
Apologies, I should have mentioned I've been teaching abroad for the past 5 years and as such have missed out on joining a hub, or having some of that closer support with developing mastery as is on offer in the UK. I'm not a member of the Senior Leadership team, I'm just the Primary Maths leader. The school I'm in is 5 form entry. I've done some reading and am just trying to piece it together to inform my overall vision for maths. How this fits in with the school and how we bring it in will be a longer discussion with SLT, but I just want to get it right in my head before trying to move on if that makes sense?
Your points are very useful - no Surrey lesson breakdown and I think we will stick with White Rose as a scheme (I've used it before and it is lovely to teach). We will definitely be bringing it in over a long time and as such will take lots of time to explore the different principles. I had come across the 5 principles, but will definitely be looking a bit more at it before moing any further forward.
I love a bit of diagnosticquestions.com - our secondary colleagues had Craig Barton over for training and he was wonderful! I've seen they have some questions linked into the White Rose scheme as well now which is brilliant too.
I have played around a bit with lesson design in my class (Year 1) as I tried a 'ping pong' style lesson where we looked at a few questions together as a class, then we tried some together, then back to tackle and talk through a misconception, then back to do some more together. Finally we all looked at a problem solving task together and the children had a go at it. I really enjoyed this approach. I felt the thought that went into the learning journey was one that really benefited the learning, rather than trying to find different tasks for percieved ability differentiation.
Thanks again for your reply, you really have answered most of my questions and given me some clear things to think about. If I could just ask one more question - it would be:
What does differentiation for 'more able' or 'higher attaining' children look like in the classroom? I feel as if I haven't cracked it yet. I have tried differentiation by depth, so we are all looking at the same objective but in different ways, but this isn't good because as you quite rightly say - reasoning and problem solving are for all. I have tried keeping us all on the same tasks. When I did this, I found I could support children through the use of resources (CPA) and also utilising TA/Teacher time in small group work. I still feel like I'm struggling to really challenge the children who need some extra challenge. Any advice about how to do this, whilst on the same task would be wonderful. I know it must come down to questioning, but would love to find out more.
Thanks again for your advice - it really is very much appreciated.