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Maths

How we teach Maths

 

To help children at The Trinity Primary Academy achieve their potential we have a well trained team of Teaching Assistants who work alongside the Class Teacher to provide small group and 1:1 work which is aimed at either supporting those who find maths tricky or challenging those who find maths easy.

 

As a school we use the White Rose Hub materials and have adopted a mastery maths curriculum. This is a series of planning and resources to help the teachers plan and pitch their teaching at the right level, linked to the expectations within the  National Curriculum (2014).

 

Maths is taught through a variety of different ways. Many lessons contain an element of hands on learning to help the children develop a firm foundation of maths concepts. At The Trinity Primary Academy we have invested a lot of money in up dating our resources for maths including purchasing sets of 2D and 3D shapes, counting beads, clocks, a variety of measuring instruments, dice, spinners and maths games.

 

 

Mrs Allender and Miss Dyer are our Maths subject leader and will be happy to answer any questions you might have. Please contact them at: hallender@trinityschooldevizes.dsat.org.uk or cdyer@trinityschooldevizes.dsat.org.uk

What is a mastery curriculum?

Teaching for mastery in Maths is essentially the expectation that all pupils will gain a deep understanding of the maths they are learning. For understanding in Maths to be secure, learning needs to be built on solid foundations.

 

A mastery approach to the curriculum means pupils spend far longer on fewer key mathematical concepts whilst working at greater depth. Long term gaps in learning are prevented through speedy teacher intervention and those children who grasp the concepts more quickly are given opportunities to deepen their knowledge and improve their reasoning skills rather than accelerating on to new curriculum content.

 

Problem solving is central and opportunities are given for pupils to calculate with confidence, ensuring an understanding of why it works so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening.

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