Hi everyone, Please be kind, I'm asking for some advice towards implementing a mastery approach in my school. I know I'm late to the party, but I only just joined this school and it is quite traditional in the approach to maths teaching and learning. I've read lots of the information on the NCETM website, as well as Nrich and been to some good training. I just want to lay out my vision for the bringing in a form of a mastery approach and get some feedback from people who have done some of this ideas, or have some great constructive criticism of what I'm thinking. I really don't want to have missed the point of mastery. Here is my intended approach (please note that the stretching of high attainers is a big worry for my school about the mastery approach). Getting our MTP objectives for the wonderful White Rose schemes Getting our lesson objectives from the Surrey Hub Lesson breakdown document Shared starter revisiting number a bit each lesson Shared introduction to the learning objective - with examples and some reasoning whole class discussions Children attempt some questions aimed at assessing their fluency within the objective. This is then used for task selection. All children working within the learning objective, but is differentiated by depth - support group consolidating the concepts which will enable them to become fluent. Next group will look at some reasoning questions and begin to apply their knowledge. The task selection fluid and both the child and the teacher have a say in which challenge level is chosen. Bringing class together for mini plenaries to address misconceptions (likely ones can be found in the GLOW hub schemes of work) For the plenary we all look in a bit more depth at a reasoning question and look into a bit more detail as a class Low threshold, high ceiling problem solving tasks will be used within some lessons where a group can access with minimal teacher support, but sometimes as whole class lessons where a bit more introduction may be needed. We have some great textbooks (Shanghai maths project, busy ants etc) which I'd like to not rely on, but staff are enjoying them at the moment. I'm planning on steering staff towards the ideas on the White Rose schemes, the GLOW scheme, Nrich curriculum mapping and TES of course! In terms of assessment - this is largely being set up by deputy heads and is out of my control, so I'm not losing sleep over it. Yes - I realise the idea of differentiation by depth isn't really the 'mastery' way - but my school are not yet ready to make this jump (one step at a time!). What I'm asking is: can anyone see any holes in this idea, or have tried some and have some feedback to offer? Please do get in touch, it would be wonderful to get your opinions on this. Thank you very much in advance!