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Curriculum Intent, Implementation and Impact in Mathematics


Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Mathematics is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. At each stage of learning, children at St Mary’s Catholic Academy should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.

At St Mary’s, we aim to ensure that children become fluent in the fundamentals of mathematics, including through carried and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall knowledge rapidly and accurately.

There are 3 stages of learning:

  • Basic: This can be understood as ‘shallow’ learning, where children touch the surface of the learning that is taking place. This type of learning is temporary and is often forgotten.
  • Advancing: This type of learning is applied to problems and contextual understanding; it is therefore learning that ‘sticks’ and can be recalled and used.
  • Deep: This type of learning can be transferred and applied in different contexts to solve non-routine problems; it is also used to reason within mathematics.

Deep learning can be achieved through the teaching of mathematics using the ‘mastery’ approach. A mathematics concept or skills has been mastered when a child can demonstrate it in multiple ways, using accurate mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar scenarios.


At our school, we ensure that maths lessons are delivered in a way that develops lively, enquiring minds, encouraging pupils to become self-motivated, confident and capable in order to solve problems that will become an integral part of their future.

Children in the Foundation Stage are provided with the opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shape, spaces and measures.

In KS1, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value.

In KS2, children will have become increasingly confident with number work. Pupils will develop their ability to solve a range of problems. Teaching at St Mary’s will ensure that our pupils have the opportunities to draw upon prior learning and make the links necessary to master mathematical concepts.


Children will become fluent in mathematical understanding and reasoning. They will have the ability to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. They will be able to 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 simpler steps and persevering in seeking solutions.

Children at St Mary’s will have:

  • a quick recall of facts and procedures;
  • the flexibility and fluidity to move between different contexts and representations of mathematics;
  • the ability to recognise relationships and make connections in mathematics.