Langland Road, Netherfield, Milton Keynes, MK6 4HA

01908 670 712

Langland Community School

Langland’s Expectations and Guide for Maths – 2017/18

At Langland, Mastery is something that we want all of our children to acquire, or rather to continue acquiring throughout their school life. That’s why we use the phrase ‘teaching for mastery.’ Mastery of maths means a deep, long-term, secure and adaptable understanding of the subject. Our three main objectives for ‘teaching to mastery’ are to securely develop learners’ knowledge, skills and understanding in the following three areas:

  • fluency (rapid and accurate recall and application of facts and concepts)
  • a growing confidence to reason mathematically
  • the ability to apply maths to solve problems, to conjecture and to test hypotheses.

The process of mastering maths is a gradual, accumulative process experienced as a child goes through the school; it creates a tool for life.

To support the teaching and learning of mastery, we use ‘Maths Hub’ scheme of learning. The long term and medium term overviews provided, which are broken down into fluency, reasoning and problem-solving, are used to create short term learning sequences for our children

The overviews:

  • have number at their heart. A large proportion of time is spent reinforcing number to build competency
  • ensure teachers stay in the required key stage and support the ideal of depth before breadth.
  • ensure students have the opportunity to stay together as they work through the schemes as a whole group
  • provide plenty of time to build reasoning and problem solving elements into the curriculum.


At Langland, we believe that all children, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach.

Concrete – children should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing.

Pictorial – children should then build on this concrete approach by using pictorial representations. These representations can then be used to reason and solve problems.

Abstract – with the foundations firmly laid, children should be able to move to an abstract approach using numbers and key concepts with confidence.