Curriculum Intent:

To provide an exceptional, innovative mathematical education that enables every learner to be an independent, inquisitive and resilient problem solver. We develop confident mathematical communicators, who look for patterns, make connections and aim for mastery.

Sequencing and Progression

The curriculum map is designed in such a way that children are able to build on their prior learning. Core calculation skills are revisited and consolidated throughout each unit and are applied to a range of reasoning questions and problem solving questions. Children's knowledge is built upon throughout each year and across the year groups.

How we teach maths at Trinity

In the Early Years, children develop their conceptual understanding of number through exploratory play. It is embedded throughout the Early Years environment and links are made as they become secure in the understanding of the world. At the start of this journey, a number of the week is fully explored where the children are able to see it in different orientations and recognise them in concrete and abstract forms which feeds into their curiosity and resilience when working with numbers. From here, they develop their mathematical oracy, discussing one more and less securing their knowledge of basic addition and subtraction. At the end of EYFS, children will have a secure knowledge of the basic ‘building blocks’ of mathematics to enable them to be KS1 ready.

From Y1-6, children have daily, hour long maths lessons designed and sequenced to enable progression of their core mathematical skills. Our curriculum is designed to be progressive- each school year begins with a focus on the concepts and skills that have the most connections, and this concept is then revisited, applied and connected throughout the school year to consolidate learning, giving our pupils the opportunity to ‘master' maths.

For every learning objective pupils will be entitled to clear explanations of the new concept being taught and will always include linking the use of concrete materials and pictorial representations with abstract approaches and generalisations (CVA approach).

Teaching will also include fluency, reasoning and problem solving (linking with previous learning). Teachers will use AFL to establish if pupils subsequently need more support or are ready to attempt similar questions independently. The emphasis here is quality first teaching.

To advance in their arithmetic proficiency, there is dedicated time in which the children secure their arithmetic skills through retrieval of prior learning and develop their rapid recall of calculation, known facts and concepts.

Maths Curriculum Map

Maths Content and Sequence Map Revised 2022-2023 (1).pdf

Maths Skills Progression

Maths skills progression map 2021-2022

Visual Maths Guide

Visual Guide.docx.pdf

Our Trinity visual maths guide is a resource that allows parents to see how maths is taught at each stage of the curriculum. It shows the progression in methods in addition, subtraction, multiplication and division as children move from reception to year 6. Each method has a short video attached explaining the process, ensuring that parents can support their child's learning at home.