Concrete, Pictoral and Abstract approach
Mathematics
Our Intent – What are we trying to achieve through our curriculum?
The 2014 National Curriculum for mathematics aims to ensure that pupils:
- Become fluent in the fundamentals of mathematics through varied and frequent practice, developing conceptual understanding and the ability to recall and apply knowledge accurately and efficiently.
- Reason mathematically by following lines of enquiry, making conjectures, and developing arguments, justification or proof using appropriate mathematical language.
- Solve problems by applying their mathematics to a range of routine and non-routine contexts, breaking problems into simpler steps and persevering in seeking solutions.
At Clifton upon Teme, we aim to nurture a love of mathematics through a supportive and inclusive approach. We want all pupils to develop a deep and secure understanding of mathematical concepts, built on strong foundations established in the Early Years and extended throughout their time at the school.
Our curriculum is ambitious, well-sequenced and accessible to all learners. We provide high-quality mathematics teaching that is both engaging and challenging, inspiring pupils to learn, succeed and take pride in their achievements. A strong emphasis is placed on mathematical language and purposeful questioning, enabling pupils to articulate their thinking, reason effectively and build on ideas collaboratively.
We strive to develop confident, resilient learners who are willing to take positive risks. Through this, pupils build determination and perseverance, supporting sustained progress over time. Opportunities to make connections across mathematical concepts are integral, allowing pupils to build on prior knowledge and develop fluency, reasoning and problem-solving skills.
Ultimately, we aim for all pupils to leave Clifton upon Teme equipped with the mathematical understanding and skills needed for everyday life. We promote a lifelong appreciation of mathematics, helping children recognise its relevance beyond the classroom and into their future education and employment.
Implementation – How is our curriculum delivered?
Our mathematics curriculum is carefully structured to prioritise security in number through a clearly sequenced long-term plan. Learning is broken down into small, manageable steps within each unit, ensuring that pupils build on prior knowledge and approach new learning with confidence.
Each lesson begins with a reactivation task, allowing pupils to revisit and apply previously taught concepts before progressing further. This supports retention and strengthens connections between different areas of learning.
The core elements of fluency, reasoning and problem-solving underpin all teaching and are integrated throughout every stage of learning. Planning identifies common misconceptions and key teaching points, which are then addressed through targeted assessment for learning.
Formal methods and opportunities for reasoning are embedded within each topic. We use a concrete–pictorial–abstract (CPA) approach, enabling pupils to explore concepts through practical resources and visual representations before moving to abstract understanding. This approach supports all learners in developing a deeper grasp of mathematical concepts.
Carefully structured modelling and guided practice help pupils make connections between mathematics and real-life contexts. Consistent approaches across the school ensure that pupils develop confidence, resilience and independence, while also encouraging them to take risks in their learning.
In addition, we provide opportunities for pupils to continue their mathematical development at home through online platforms and resources.
Clifton-Upon-Teme Calculation Policy