Maths Curriculum

Intent

“To be the best mathematician we are able to be”

At Trinity we believe that mathematics is essential to everyday life. Therefore, a high-quality mathematical curriculum will provide a foundation to understanding the world, the ability to reason mathematically, apply mathematics to solve problems and a sense of enjoyment and curiosity of the subject.

At Trinity we aim to ensure that all pupils:

• Enjoy mathematics and study it with confidence and a sense of achievement.
• Become fluent in the fundamentals of mathematics, including varied and frequent practice with increasing complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument justifications or proof using mathematical language.
• Can solve problems by applying their knowledge, breaking the increasing complex problem down into a series of steps.

Implementation

Our implementation is developed through the secure understanding of the curriculum. We believe that best practice in mathematics is to expose the pupils to as many styles and examples of problems as possible to enable them to build links and confidently tackle new problems.

All year groups will complete the expectations set out in the National Curriculum, 2014, or the Early Years Framework 2021. As a school we use the guidance and framework of White Rose Planning.

Teachers use this planning tool as a starting point for the medium-term planning. Problem solving, reasoning and justifying problems are usually embedded in most lessons. All pupils will be involved with these activities it is not extension or challenge. 

Activities may include things as:

We follow a mastery approach to mathematics teaching. All children will progress through the curriculum and reach their age-related expectations at the end of the year. However, a small number of children will need additional support, this is typically provided by varying the equipment, the quality of time given by an adult and it may be necessary to provide separate interventions to support their understanding. Most sessions will provide extension and or challenge.

There is a daily practice of key knowledge known as fluency. This can be at the beginning of the maths lesson but may be at another time. It is important to have consistent written methods for the four operations and teachers follow the White Rose Calculation Policy.

The school believe in “keep up, not catch up” philosophy to maths interventions – all pupils should succeed in each lesson to the level that is expected of them (i.e. in relation to their prior level/target level).

Impact

As a result of our mathematics teaching, you will see who makes good progress from their own starting points (in EYFS or KS1). They should reach their age-related expectations: some will show greater depth. Pupil progress is monitored through on-going elicitations, verbal discussion, assessment tasks and teachers' judgements.

The impact of mathematics teaching is evaluated through end of unit checks, end of year assessment and government tests, pupil conferencing, Governor meetings, visits and learning walks and through our own monitoring of teaching and learning.

Through our implementation the impact will be:

• All pupils are ready for the next phase of their education.
•  That pupils develop a number fluency and confidence to carry out a range of mathematical problems and solve them by utilizing reasoning and problem-solving skills.
• That pupils will build resilience, willingness to share and explain their thinking and understanding.