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Maths

National Curriculum aims:

The 2014 National Curriculum for Mathematics aims to ensure that all children:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly 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, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

 

Intent

At Trewidland, we strive to deliver a maths curriculum that encourages learners to use maths in all aspects of their daily lives and we show children how maths is interwoven into all the subjects they study.  The skills they develop and acquire in their mathematics lessons will aid them across the curriculum and beyond.

We believe the basic skills of mathematics are vital for the life opportunities of our children and that every child should see themselves as a mathematician

As our children progress, we intend to use Maths as a foundation for understanding the world around them, develop an appreciation and curiosity into the beauty and power of mathematics and make links to other areas of the curriculum.

Mathematicians at Trewidland will spend time becoming true 'masters' of content, applying the skills they are taught to enable them to solve a range of problems and explain their reasoning mathematically. We value that mistakes and misconceptions are an essential part of learning and addressing these are fundamental approach to our teaching.  

 

Implementation

  • In school, we follow the National Curriculum and use White Rose Schemes of Work as a guide to support teachers with their planning and assessment which is known as our Trewidland Maths Spine - see below for link to this. 
  • Daily arithmetic, timetables and reasoning lessons. 
  • ​​​Lesson Design:
  1.     Daily arithmetic practice
  2.     Times table practice
  3.     Taught maths session including clearly share learning objective, key vocabulary (known as 'star' words), modelled examples, guided practice and Independent fluency, variation, reasoning and problem-solving
  • Concrete/pictorial/abstract methods used to teach key mathematical concepts and supports to ensure all children including those with SEND are able to access their learning:

Concrete is the 'doing' stage. During this stage, students use concrete (physical) objects to model problems.

Pictorial is the 'seeing' stage. Here, visual representations of concrete objects are used to model problems. This stage encourages children to make a mental connection between the physical objects they have handled and the abstract pictures, diagrams or models that represent the objects from the problem.

Abstract is the 'symbolic' stage, where children use abstract symbols to model problems. Students will not progress to this stage until they have demonstrated that they have a solid understanding of the concrete and pictorial stages of the problem.

  • The school calculation policy (see below) has been designed to support teachers and parents in understanding the methods in each year group for number and calculation and ensure consistency in teaching.
  • Concrete resources are readily available in every classroom to assist demonstration of a mathematical concept appropriate to that year group.
  • New concepts are taught through clear modelling and are presented initially in a wide range of real-life contexts to improve understanding.
  • 'Maths Talk' takes place in every lesson to ensure efficiency of finding a solution, addressing misconceptions, making sense of a problem and reinforcing and applying previous learning.
  • At the start of each new topic and lesson, key vocabulary is introduced known as 'star' words and revisited regularly to develop language acquisition and is embedded as the topic progresses.
  • We use regular assessment to inform planning
  • All teachers ensure challenge is visible throughout the whole lesson, where children are asked to reason and prove their understanding in a wide variety of contexts.
  • Children with additional needs are included in whole-class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside the year group curriculum, individual learning activities are provided to ensure their progress.

 

Impact

Due to small numbers at Trewidland, we do not publish percentages as children could be identified. 

 

Enrichment:

Enrichment is an important part of the Maths learning at Trewidland and aims to provide children with many wider curriculum opportunities. In the past these have included:

Number Day 2024

 

Useful Links

 

 

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