Through a mathematics curriculum which is accessible to all, it will maximise the outcomes for every child so that they know more, remember more and understand more, we aim for St Ann’s Well Academy pupils:

  • To become fluent in the fundamental of mathematics, including through varied and frequent practice
  • To reason mathematically
  • To solve problems by applying mathematics to a variety of problems
  • To have firm foundations upon which to apply mathematical skills and concepts to their own domestic lives such as financial literacy, the world of work and further education
  • To apply their knowledge to other subjects, idea and concepts beyond those of the classroom


Curriculum Organisation

Our curriculum is designed to use skills that have already been learnt in different contexts (sometimes called ‘interleaving’) whenever we can. This helps pupils to remember and to make connections between different parts of the curriculum.

Our curriculum is informed (but not dictated) by the Power Maths scheme for learning in years 1 to 6 (White Rose Maths Edition) and White Rose for Foundation 2. The reason we have chosen to follow the Power Maths/White Rose curriculum is because of its emphasis on securing key skills first before the children then apply them to more complex concepts. The fundamental idea behind our curriculum design is to support pupils to be able to perform simpler tasks so they can then move on to perform more complex tasks. For example, before addition and subtraction is taught, there is a period of time spent learning the basics of place value. We want our pupils to become fluent in the fundamentals of mathematics, to be able to reason and to solve problems.

There is always the emphasis on number skills first at the beginning of each term. This ensures that the students are given sufficient time to practise these skills before applying them to other areas of the curriculum.  The curriculum is progressive and builds on knowledge from the previous year group within each topic.

Year Group Overviews:

Lesson Structure

In maths, like all other subjects, we recognise the importance of the methods and practice of teaching (the pedagogy) we choose to use in enabling pupils to know more, understand more and remember more. In maths, the following approaches will be used, and be evident in pupil discussion, observations and work in books, in order to ensure that the learning opportunities are as effective as possible and that pupils progress throughout the year and across year groups during their experiences in school:

Every lesson is divided into sections including Active Number, Discover, Share Think Together (collaboration, paired, independent), practise and reflection. 

Children are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking. 

Multiple Representations for All

Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help pupils explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.

All pupils, when introduced to a key new concept, have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

  • Concrete – Students should have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
  • Pictorial – Students should then build on this concrete approach by using pictorial representations. These representations can then be used to reason and solve problems.

Click Here to read more about Concrete, Pictorial and Abstract Approach

Accelerating Content Coverage

All pupils benefit from deepening their conceptual understanding of mathematics, regardless of whether they’ve previously struggled or excelled. Pupils must be given time to fully understand, explore and apply ideas, rather than accelerate through new topics. This approach enables pupils to truly grasp a concept, and the challenge comes from investigating it in new, alternative and more complex ways.

Our teaching for mastery is underpinned by the NCETM’s 5 Big Ideas:

Mathematical Thinking

To allow children to make chains of reasoning connected with the other areas of their mathematics.

Representation and Structure ensures concepts are explored using concrete, pictorial and abstract representations, the children actively look for patterns as well as specialise and generalise whilst problem solving.

Coherence is achieved through the planning of small connected steps to link every question and lesson within a topic.

Variation is used within lessons both in pictorial representations and abstract tasks.

Fluency relentlessly focuses on number and times table facts.

How can I help my child at home?

There are games you can play online at

Please take time to do these with your child as it will make a huge different to their progress.

Aspirations For The Future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future as a Mathematician:

Chief Test Pilot
Automotive Engineer
Land Surveyor
Professor in Mathematics Software Engineer