Maths
Children’s chances of success are maximised if they develop deep and lasting understanding of mathematical procedures and concepts.
At Trowse we follow a Mastery Approach to the teaching of Maths. Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.
Maths teaching for mastery rejects the idea that a large proportion of people ‘just can’t do maths’. All pupils are encouraged by the belief that by working hard at maths they can succeed. Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind. We focus on developing mathematical languages and the use of stem sentences to embed learning.
The maths curriculum at Trowse is planned using the National Curriculum expectations for each year group. This document shows the progression of skills and learning linked to the National Curriculum: National Curriculum Progression
Termly and daily planning is taken from White Rose Maths, supported by resources from NCTEM and a number of other quality providers. We also use the Government’s “Guidance for Teaching Mathematics in Primary Schools” for planning and teaching, to support children’s progression through the National Curriculum. This guidance can be found here: Teaching mathematics in primary schools
Keeping-up
If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson. Lesson design identifies the new mathematics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning. We also use a range of quality and focused intervention techniques and materials best suited to the child. We revisit concepts regularly through the use of Flashback 4 to check understanding and ensure they are well embeded.
Fluency
Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other. Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.
Key facts such as multiplication tables and addition facts are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts. Please see the policies section for our maths calculation policy or see below.
Further information
Please view the documents below to see each year groups coverage and units through the year, starting with Reception, going down to year 6.
If you would like further information on our maths curriculum, please contact Sonia Rush or Sarah Woodcock (Year 2 Teachers), our Maths Leads.
For additional information on White Rose Maths, to download free parent workbooks visit: https://whiterosemaths.com/parent-resources or for supporting videos visit White Rose Maths Videos.
