Maths at Trinity is viewed as a creative, highly inter-connected subject that is essential to everyday life. We want all our children to experience the beauty and power of maths to develop fluent recall and problem-solving skills. We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through delivering a mastery model. We want our children to see themselves as powerful mathematicians. We use mistakes and misconceptions as an essential part of learning and encourage risk taking through a growth mind set approach
Using the Mastery model through the Power Maths scheme, our intention is that the majority of children in the class will learn the same aspect of maths together at the same time. Differentiation is achieved by outcome in each lesson and children are given the opportunity to work individually and in mixed ability peer groups.
Teachers and subject leaders have strong subject knowledge and understanding of skills shared across the whole school. Through the Power Maths scheme, misconceptions are considered before teaching starts through clear CPD videos within the scheme
Mathematical Pedagogy is clearly understood by staff to ensure long term concepts are embedded. Pauses are taken in the scheme where learning needs to be further embedded and this is down to professional judgement. This will be achieved by high quality C.P.D., weekly learning walks, and exchange of good practice amongst staff.
Teachers use live, daily planning assessment and feedback to systematically identify and address misconceptions before teaching the next steps. As well as regular monitoring of progress during lessons, end of unit assessments are completed through mixed ability group discussions and more formal end of term tests from year 2 onwards.
Children can communicate mathematical understanding through high quality resources, drawing pictures, use of IT as well as recording in their Powermaths workbooks. These are differentiated by outcome. Children from year 2 upwards also have a maths journal for embedding concepts further or recording their ideas in different ways. Extension tasks will be available for early finishers to help deepen their understanding.
The content of learning environments including consistent use of concrete resources will be consistent in promoting maths but relevant to the age and stage the children are at.
Termly summative assessments as well as more regular unit assessments show achievement, inform planning and show progression. They also show learning gaps which can then be filled after the assessment has been carried out.
Children are systematic in their approach to maths. They use a solid understanding of concepts to try and solve abstract and concrete problems.
Children can talk about their own understanding of maths confidently - (Verbal feedback, 1:1 conferencing and peer assessment).
Children see trial and error and risk as a necessary part of maths thinking. This is supported by our character education. Children are ready for the next stage of their education.