Mathematics Curriculum
"Building futures shaped by faith, knowledge and love"
Intent
At Green Hills First Federation, our intent is to develop and implement an inclusive mathematics curriculum that meets the needs of every child. We aim to ensure that all pupils develop fluency, reasoning and problem-solving skills through engaging, well-sequenced learning experiences that build secure mathematical understanding over time.
Our curriculum is designed to:
- Provide clear progression in mathematical knowledge, skills and concepts across all year groups.
- Develop confident, resilient mathematicians who can apply their learning in a range of contexts.
- Ensure equity through high expectations and appropriate challenge for all learners.
- Promote mathematical thinking through rich discussion, reasoning and the consistent use of mathematical vocabulary.
- Build conceptual understanding using the Concrete–Pictorial–Abstract (CPA) approach.
- Prepare pupils effectively for the next stage of learning through a carefully sequenced curriculum.
Implementation
Our mathematics curriculum is delivered through consistent, high-quality teaching supported by carefully planned resources and ongoing professional development.
Key features of our implementation include:
- Clear, progressive planning across all year groups using a consistent planning format.
- Oak National Academy curriculum materials used to support planning alongside additional high-quality resources to meet the needs of individual classes.
- Lessons structured to include:
o Retrieval and recap activities.
o Fluency practice.
o Reasoning and problem-solving opportunities for every child.
- Use of the Concrete–Pictorial–Abstract (CPA) approach to deepen conceptual understanding.
- Explicit teaching and regular revisiting of mathematical vocabulary.
- Conceptual variation to strengthen understanding and expose children to different representations and methods.
- Dong Nao Jin problems used to extend mathematical thinking and encourage deeper reasoning.
- SAT-style questions incorporated into lessons in Years 3–5 to build familiarity with assessment expectations.
- Teachers adapt learning appropriately to ensure all pupils can access and succeed within the curriculum.
- Regular CPD, collaborative planning and coaching across the federation to develop staff confidence and ensure consistency in teaching.
Impact
The impact of our mathematics curriculum is evident through the quality of teaching, pupil outcomes and positive attitudes towards mathematics.
We know our curriculum is successful because:
- Children demonstrate increasing confidence, fluency and independence in mathematics.
- Pupils apply mathematical knowledge to solve increasingly complex problems and explain their reasoning.
- Books show a consistent approach to presentation, recording and progression across the federation.
- All pupils regularly engage in reasoning and problem-solving activities, not just higher attaining pupils.
- Teachers use formative assessment effectively to adapt teaching and ensure all pupils make progress.
- Monitoring through lesson observations, book scrutinies and pupil discussions demonstrates consistent, high-quality mathematics teaching.
- Multiplication Tables Check outcomes and summative assessment data are used to evaluate curriculum effectiveness and identify priorities for improvement.
- Staff confidence continues to grow through shared planning, moderation and federation-wide professional development.
Continuous Improvement
We continually review and refine our curriculum by:
- Evaluating long-term plans and the sequencing of units to ensure pupils are fully prepared for assessment and future learning.
- Embedding and refining planning based on pupil outcomes and teacher feedback.
- Sharing effective practice across the federation, particularly in areas such as multiplication fluency, to improve consistency and attainment.
- Using monitoring, assessment data and curriculum evaluation to drive ongoing improvement.