At TLA, we believe Maths is a highly creative subject that provides a foundation for the understanding of the world around us. It enables children to develop an ability to calculate, to reason mathematically and to solve problems, through understanding patterns and relationships in both number and space. These are crucial skills in everyday life, and especially critical in science and technology. High-quality mathematics education should make children curious and be enjoyable!
The aims of mathematics for all pupils are to:
- become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time, so pupils develop an understanding of different concepts, the ability to recall these and apply knowledge rapidly and accurately.
- reason mathematically by following a line of inquiry, developing an argument with justification or proof using mathematical language.
- solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of steps and persevering in seeking solutions.
How do pupils learn maths?
At TLA, we use a variety of teaching and learning styles during mathematics lessons. We believe all pupils can attain highly in maths and all pupils have different strengths and development areas. As a result, we teach pupils in groupings that are flexible and dependent on the pupil's needs. The large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. The questioning and scaffolding individual pupils receive in class as they work through problems will differ and pupils who grasp concepts rapidly are challenged through more demanding problems which deepen their knowledge further.
Practise and consolidation play a key role to mathematics learning. Teachers plan progression in relatively small steps, which pupils master before moving to the next stage. Teachers use precise questioning in class to test knowledge and assess pupils regularly to identify those requiring intervention so that all pupils keep up. Teachers ensure that concepts are modeled to pupils using multiple representations- using real equipment, pictures and abstract examples.
What do maths lessons look like at Truro Learning Academy?
To promote enjoyment, enthusiasm and confidence, we ensure pupils have plenty of opportunities to learn in an engaging, interactive manner, through games and play both inside and outside the classroom. Children are encouraged to share their ideas and understanding through discussion in class or with a partner. Our programme of ‘Multiplication Challenges’ from Y2 onwards helps develop instant recall of key facts for children in a manner they find thrilling.
Each classroom has a wide range of resources, which are accessible for the children to support their work, including number lines and small apparatus. Each has a working-wall including an inviting, informative display, including vocabulary, examples of children’s work, modeled examples of methods and good examples of reasoning and problem-solving. The aim of this is to provide a focal point for children during lessons and support and celebrate their learning.
What do children learn?
At TLA we are following the Math Mastery route using the White Rose system. This ensures our curriculum is mapped-out across all phases which ensures continuity and supports the transition. We actively supplement this programme with other materials including those from NCETM to provide a rich and varied approach is taken towards reasoning and problem-solving.
Maths in EYFS
Mathematics within the EYFS is developed through purposeful, play-based experiences and will be represented throughout the indoor and outdoor provision. The learning will be based on pupils’ interests and current Cornerstones themes and will focus on the expectations from Development Matters / Early Years Outcomes. As the pupils progress through, more focus is placed on representing their mathematical knowledge through more formal experiences. Pupils will be encouraged to record their mathematical thinking when ready and will increase throughout the year.