Learn Together, Shine Together.
At Holy Trinity we believe in maths being fun and exciting for our pupils whilst teaching them to become fluent in the fundamentals of mathematics. We aim for all our pupils to develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Pupils are taught to reason mathematically by following a line of enquiry, proving relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Our pupils are taught to 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.
As the impact of Covid 19 has been identified, and a recovery programme put in place, we are striving for pupils to fill the gaps in their learning that a national lockdown had created. In an effort to do this, additional mathematics will be taught each day using a variety of resources and these include the use of ‘MyMaths’ which is an online interactive IT programme.
During key stage 1: The principal focus of mathematics teaching in key stage 1 is to ensure that our pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations, including with practical resources (for example, concrete objects and measuring tools). They will develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. They will use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. We use the ‘Inspire Maths Mastery Programme’ to deliver daily lessons which adopts a concrete, pictorial then abstract (CPA) approach. We believe it is imperative that all of our pupils have a concrete understanding of mathematical concepts with the confidence to use a range of equipment in practical sessions before moving on to representing their understanding through pictures and diagrams. It is not until pupils are secure in these two that they are able to understand more abstract maths in the form of written calculations. Pupils as early as the Reception Class are taught maths using this CPA approach.
During key stage 2: In Years 3 and 4 we teach our pupils to become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. They will develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. In Years 5 and 6 we ensure that pupils extend their understanding of the number system and place value to include larger integers. Pupils develop connections that are made between multiplication and division with fractions, decimals, percentages and ratio. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
We provide the children with many opportunities to apply their mathematical skills across the curriculum, linking as far as is possible, to the current topic being studied in class.