Our aim is for all children to think mathematically, enabling them to reason, solve problems and assess risk in a range of contexts.
At Holy Trinity Church School, our Mathematics Mastery curriculum has been developed to ensure every child can achieve excellence in mathematics. Children can experience a sense of awe and wonder as they solve a problem for the first time, discover different solutions and make links between different areas of mathematics. It provides pupils with a deep understanding of the subject through a concrete, pictorial and abstract approach. This ensures pupils fully understand what they are learning.
| Maths Policy September 2024 |
Calculation Policy |
Times Table Policy |
Mental Calculation Policy |
Mathematical Vocabulary Progression |
At Holy Trinity, children study mathematics daily, covering a broad and balanced mathematics curriculum including elements of number, calculation, geometry, measures and statistics. Alongside daily maths sessions, an additional Times Tables lesson is taught for children in Year 3 and above.
Children from year 2 upwards will complete a ‘morning challenge’ that will focus on addition, subtraction, multplication, division and fractions. This supports the process of building fluency and precision in these areas. We focus not only on the mathematical methods, as seen in the calculation policy, but also focus on mathematical vocabulary.
The calculation policy and yearly overviews follow a mastery approach, using White Rose as a basis. At Holy Trinity, we all have the shared vision that every child has the potential to succeed. They should have access to the same curriculum content and, rather than being extended with new learning, they should deepen their conceptual understanding by tackling challenging and varied problems.
The teaching of mathematics follows the CPA (Concrete, Pictorial and Abstract) approach as demonstrated in the calculation policy.
Concrete is the “doing” stage. During this stage, pupils use concrete objects to model problems. The CPA approach brings concepts to life by allowing children to experience and handle physical (concrete) objects. With the CPA framework, every abstract concept is first introduced using physical, interactive concrete materials.
For example, if a problem involves adding pieces of fruit, children can first handle actual fruit. From there, they can progress to handling counters or cubes which represent the fruit.
Examples of Concrete Learning:
Reception:
Representing numbers and Measurement (Weight)
Year 2:
Place Value
Bonds to 20:
Money:
Year 4:
Area
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 object they have just handled and the abstract pictures, diagrams or models that represent the objects from the problem.
Building or drawing a model makes it easier for children to grasp difficult abstract concepts (for example, fractions). Simply put, it helps students visualise abstract problems and make them more accessible.
Examples of Pictorial Learning:
Year 1:
Year 2:
Year 3:
Abstract is the “symbolic” stage, where children use 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 abstract stage involves the teacher introducing concepts (for example, mathematical symbols). Children are introduced to the concept using only numbers, notation and mathematical symbols (for example, +, –, x) to indicate addition, subtraction or multiplication.
Examples of Abstract Learning:
England Rocks 2024 TTR Competition
Key Stage 2 took part in the England Rocks competition on the Times Table Rockstar website. We are so pleased with how they did. Nationally we came 54th out of 4168 schools. In the South West we came 2nd out of 418 schools! Every child in key stage 2 contributed to our total points score. An amazing achievement and we are so proud of them all! Well done Holy Trinity!
The Class winners:
1st = Class 14 (5th in the South West)
2nd = Class 12 (6th in the South West)
3rd = Class 10 (19th in the South West)
In the Sout West, there was 2421 classes, an amazing achievement to score so highly!
Individual winners:
1st = Dion Class 13 (19th in the South West)
2nd = Livvy Class 14 (28th in the South West)
3rd = Oliver C Class 10 (30th in the South West)
4th = Alan Class 12 (31st in the South West)
In the Sout West, there was 30,529 pupils partaking - again an absolutely amazing achievement!
Maths Day 2024
On Friday 11th October, we held a Maths Day. The children were invited to dress up anything number related, we had a range of different outfits – we even had some calculators!
Each class celebrated Maths in different ways. In Year 3 and 4 they used dienes to make some Piet Mondrian style artwork. Each piece of Art shows a number. In EYFS, they made a Tower Town using multilink recognising numbers to 5. In Year 2, they merged their PE and Maths skills together and threw bean bags into hoops trying to get the largest score!
A great day was had by all!
NSPCC ROCKS
Key Stage 2 took part in the NSPCC ROCKS event (Times Table Rockstars)! This was to increase awareness of the NSPCC charity as well as competing in times tables recall against other schools and classes.
As a school we came 63rd out of 3793 school! A fantastic achievement!
We also competed against classes in our own school. The winners are:
1st Class 12
2nd Class 9
3rd Class 10
Individual winners:
1st Livvy Class 12
2nd Liam Class 12
3rd Alan Class 9
Times Table Rockstar Day – October
We had a great day celebrating Times Table Rockstar Day in school. We all dressed up as Rockstars and did a range of different activities depending on our age.
For example:
Look how much fun we had:
Maths Day
