Subjects & Progression Maps

Curriculum Intent and Implementation                                        

At Holy Trinity C of E Primary School our intent and belief is that throughout their time at school, all children will be inspired to develop a love of and curiosity for mathematics, be able to master mathematical concepts deeply and develop a lasting confidence and resilience to be lifelong mathematicians equipped with the necessary skills for life.

Our rationale is that, everyone can do maths and everyone can achieve in maths.

Mathematics teaching at Holy Trinity aims to ensure that all children become fluent in the fundamentals of mathematics, can reason mathematically and can solve problems by spotting patterns, making connections and apply their mathematical knowledge and understanding.

Our spiral curriculum ensures that all children have a secure, solid and passionate foundation of mathematical skills and that their understanding is transferable so that they are equipped for secondary school and life. Maths teaching throughout the school follows the National Curriculum and ensures there is a clear progression of skills throughout the children’s learning. Children are provided with opportunities and encouraged to apply their mathematical knowledge across the curriculum in science and other subjects.

Curriculum Progression Map Years 1-6

Manipulatives & Visual Representations for teaching addition & subtraction calculations               

Manipulatives & Visual Representations for teaching multiplication and division calculations

Teaching Addition                                                             Teaching Multiplication                                Times Tables

Teaching Subtraction                                                        Teaching Division

Addition & Subtraction Glossary                                     Multiplication & Division Glossary

 

Our approach to teaching maths

Maths lessons at Holy Trinity will always follow a ‘mastery approach’ allowing children an opportunity to investigate, explore and deeply understand concepts through concrete (a physical object), pictorial (pictures and drawings) and abstract (using mathematical equations) representations so that all children develop an understanding of the mathematical structures being taught. 

Lessons are broken down into small connected coherent steps that gradually unfold the concept being learned, providing access for all children and leading to the ability to apply the concept in a range of contexts. The children will be given the opportunity to purposefully practise each small step through carefully chosen questions, leading to the confident completion and further exploration of independent tasks.

Our expectation is that the majority of children will move through our maths programmes of study at broadly the same pace. Throughout all maths lessons, the children’s understanding of the concept being learned will be observed, monitored and assessed. Pupils who grasp concepts rapidly will be further challenged by being offered rich reasoning and problem solving activities. Those who feel less confident in grasping the concept being taught and who would benefit from additional practice will be supported in small groups or 1:1 immediate and additional pre-teaching/post-teaching interventions and ‘masterclasses’ to scaffold their learning and help to close any gaps in understanding thereby enabling them to maintain their confidence and continue learning at the same pace as their peers. 

Every lesson at Holy Trinity will always include active fluency activities to engage and enable all children to practise the rapid and efficient recall of fundamental maths facts. 

Throughout all lessons children will be constantly discussing and explaining what they are learning with their teachers and peers allowing them to explore and reason the concept they are learning. They will be expected to use accurate maths vocabulary and respond in full mathematical sentences supported by question stems. 

Lessons will always include challenging reasoning activities providing all children with the opportunity to explore and explain their understanding of a maths concept helping deepen their understanding and knowledge. We want all children to enjoy thinking mathematically and they will be given the opportunity to reason problem solving questions allowing them to be curious, investigate and explore a variety of different strategies whilst being able to relate and apply their knowledge to real life examples. 

To challenge and deepen the children’s learning even further, all children will be presented with high order questions, enriching deeper thinking challenges and high ceiling tasks. 

Variation is an important feature of our mathematics lessons. Conceptual variation is used so that the children have the opportunity to look at a concept being taught in more than one way. This variation draws attention to critical aspects of a concept to develop a strong deep understanding. Teachers also aim to use procedural variation so that activities and exercises are sequenced carefully to connect the mathematics and draw attention to mathematical relationships and structures. 

Mistakes at Holy Trinity are highly valued and when they occur are used in the teaching to further explore concepts, resolve misconceptions and give the children the confidence to always have a go in a safe and secure mathematical environment.  

 

How we implement our approach 

We implement our approach through high quality teaching, delivering appropriately challenging learning for all children through carefully structured and inspiring daily lessons. To support the learning we have available, a variety of mathematical resources and representations in all classrooms eg Numicon, Base10 and counters. 

We use a range of planning resources to design our lessons including those provided by the White Rose Maths, NCETM and NRICH. 

To motivate, enhance and further enrich maths learning at Holy Trinity all children have the opportunity to participate in regular school competitions. In addition we provide enrichment clubs and organise a range of opportunities for children to participate in workshops, focus weeks, interschool competitions and National challenges. We also have our own Holy Trinity Maths Challenge Award scheme, encouraging and rewarding the learning of multiplication and division facts. 

We fully recognise and value the important link between school and home. Parents are invited to attend maths curriculum evenings and home learning consolidates and extends the learning in school of multiplication and division facts and strategies. Methods and strategies for calculation are available on our website as are our termly maths newsletters thereby supporting our home /school maths communication. We actively welcome parental support in school helping the children practise the recall of their multiplication and division facts. 

All children at Holy Trinity are subscribed to Times Tables Rock Stars and Mathletics. 

Remote learning if necessary will be delivered through slides, videos, tasks and meets on Google classroom and it will correspond with the learning within the classroom. 

As teachers we continuously strive to keep up to date with and improve our subject knowledge of the teaching of maths through regular CPD and the sharing of ideas. We also take part in training opportunities and regional networking events. 

Through our teaching we continuously monitor and track pupils’ progress against expected attainment for their Year group and prior understanding, continuously making formative assessment observations and using these to inform our future planning, intervention, discussions in termly Pupil Progress Meetings and to update our summative school tracker. We also assess summatively through end of block assessments and end of year assessments. 

 

The impact of our Maths curriculum 

This is evidenced from many sources: 

  • The quality and breadth of learning evidenced in all the children’s maths books.
  • The effort, engagement and interaction of all the children during their maths lessons and their ability to articulate the context in which maths is being taught and relate this to real life purposes.
  • Pupil voice when children talk enthusiastically about their maths lessons, speak about how they love learning about maths, enjoy all the challenge opportunities and that they feel secure to make mistakes and keep having a go!
  • Teacher voice and feedback on the skills acquired by the children through their learning and their own enjoyment in teaching maths.
  • Parent feedback on the confidence, curiosity and enjoyment of their children’s maths learning.
  • Through the enthusiasm and commitment with which the children participate in maths enrichment clubs, school competitions, national challenges and our school Maths challenge award scheme.
  • From the high expectations the children have for themselves and the pride, joy and sense of achievement they regularly display when they achieve.
  • Assessment procedures which allow us to measure outcomes against schools locally and nationally.  

 

Reviewed and dated 3rd September 2020 

Maths Subject Leader

Lee Reynolds

Year Group Subject Overviews