Subject Leader: Mr. Gatrill
At Trinity Academy Eppleby Forcett and Middleton Tyas, we place the greatest importance on the teaching and learning of Mathematics. Mathematics helps us to make sense of our world and participate in modern society. Through our Mathematics curriculum we want all children to develop into confident and competent mathematical thinkers, who are able to use Mathematics in real life situations.
Our Mathematics curriculum focuses on the mastery approach to learning where, starting from our early years setting, all pupils build on the foundations of the subject to develop a conceptual understanding with the ability to recall and apply knowledge rapidly and accurately in a range of contexts.
It is our belief that, through the mastering of Mathematics, all pupils can acquire an intrinsic understanding of Mathematics. We do not narrow our Mathematics curriculum, but scaffold pupil’s learning through a cycle of ‘Concrete, Pictorial, Abstract’ (CPA) to ensure that every child can access rich, challenging and engaging lessons.
In our early years setting, Mathematics lessons provide a balance between whole-class learning and the consolidation of concepts through independent play. This ensures knowledge is embedded, building on prior knowledge.
From Reception onwards, we use White Rose Maths’ small steps of learning to provide the framework to our Mathematics curriculum. These small steps provide children with time to understand key mathematical concepts. We supplement our curriculum with a variety of other resources that are aligned with White Rose Maths, ensuring we provide an enjoyable, engaging and varied curriculum to help pupils develop a love of learning and work towards mastery with differentiated resources.
Alongside White Rose, children in Reception and Key Stage 1 also access ‘Mastering Number’ – a scheme run through the National Centre for the Excellence in Teaching Mathematics (NCETM). Through this programme, children leave KS1 with fluency in calculation and a confidence, and flexibility, with number.
The cyclical nature of our mathematics curriculum ensures children’s foundational knowledge is embedded before moving on to more challenging concepts. The structure of each lesson is carefully thought out to help pupils’ knowledge move logically through the National Curriculum in a way that supports our ‘Teaching for Mastery’ approach.
Our assessment in Mathematics is used to improve, not just prove, pupils’ learning. Alongside ‘in the moment assessment’ within lessons, our pre and post unit assessments enable teachers to target any specific gaps in children’s knowledge. Ring-fenced time at the start of each day is used to support those who need it – either to support those with specific gaps or as pre-learning to support key concepts in upcoming lessons.
Our summative assessment (aligned with our Mathematics curriculum) at the end of each term identify individual, or groups, of children who may need support in specific areas of Mathematics (e.g. number, calculations or fractions).
For more information regarding our mathematics curriculum, please click on the ‘Useful Documents’ links below.
Similarly, under ‘Useful Links’, you can find more information regarding ‘White Rose’, supplementary resources, CPA and other useful websites.