MATHS AT HOLY TRINITY CATHOLIC SCHOOL

INTENT

At Holy Trinity, we aim to develop a culture of curiosity and enjoyment for maths.  We strive to ensure that the skills that our children learn are embedded to such a degree that they will stay with them throughout their lives.  We endeavour to equip our children with the ability to use logic, to reason, to problem solve; these skills, in turn, will increase the children’s chances in life and of becoming a successful citizen.  This is our vision for all children, without exception.

IMPLEMENTATION

Our vision is implemented through a ‘Teaching for Mastery’ approach.  Our curriculum is delivered through the Curriculum Prioritisation materials from the NCETM.  Our teachers carefully craft their own lessons, with our children in mind, using high quality ‘teaching for mastery’ resources. 

The ‘Teaching for Mastery’ approach stems from our government’s research into highly successful maths teaching in countries such as Shanghai.  Teaching for Mastery has been researched, developed and delivered to schools in our country over the past nine years.  At Holy Trinity, we are currently in our third year of training and delivery.

One fundamental aspect of mastery is that all children move forwards together in their learning.  This empowering approach ensures that no child is isolated from their peers and that no-one is left behind.  We do not place a ceiling on the abilities of each child; everyone is encouraged to have aspirations and to succeed in maths. 

Differentiation through mastery is delivered through approaches such as pre-teaching, adult support, use of carefully chosen resources, careful use of questioning.  Such approaches allow children to be supported but also to be stretched. 

Lessons are structed with high-quality, whole class initial instruction which encourages active rather than passive learners.  We teach through small steps and because of this, more time is spent on each area of maths.  This allows the children to develop a much deeper understanding of maths as opposed to being able to memorise key procedures or resorting to rote learning.  Children are encouraged to talk through their mathematical processes with each other and to respectfully challenge one another.  They become confident with discussing ‘marvellous mistakes’ (misconceptions) so that the class can learn and move forwards together. 

IMPACT

The impact of our curriculum implementation is measured in several ways: formative and summative assessment, pupil interviews, staff interviews, periodic review of children’s books and through lesson observations.