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Mathematics is a creative and highly inter-connected 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. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

The National Curriculum for mathematics aims to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • Can 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.

At Curridge Primary School, staff have explored these ideas together and have developed the following aims that are specific to our school.

All staff will:

  • Have high expectations for all children with challenge for all
  • Offer a variety of approaches to teaching and learning that engages and motivates children through active participation
  • Ensure progression in teaching and learning throughout the school
  • Deliver enrichment opportunities outside of the curriculum to enhance children’s enjoyment of maths
  • Encourage and model mathematical talk so children are able to explain, justify and reason
  • Ensure children are able to articulate their understanding orally and in their writing

Calculation Policy

Our calculation policies will enable you to support your child at home as they develop their ​mathematical skills.


Mastery means having a secure understanding of mathematical concepts and processes, combined with a genuine procedural fluency. A child who has mastered a particular skill is able to apply their understanding and solve different types of problem, including where the skill is either embedded in a different context, or where a choice of method has to be made. For example, a child who has mastered adding two 2-digit numbers should be able to identify where this is required, even when it is not presented in a straightforward way (e.g. ⬜ - 23 = 39) and also choose an efficient strategy for doing it (e.g. 40 + 22).

Some children will be able to achieve mastery with greater depth. This means that they are able to apply their understanding of a concept in a wider variety of contexts, some of which are more difficult. They can manipulate the facts they know and the skills they possess in order to solve more complex problems. More developed forms of mathematical reasoning are central to this process, and enable the recognition of a link between operations and processes. For example, a child who has mastered the addition of 2-digit numbers in greater depth will be able to explain why it is possible to add two numbers both with units digits greater than 5 and get answers with units digits less than 5 (e.g. 16 + 7 = 23). They may also understand why adding a number to its matching reverse (46 and 64) will always give a multiple of eleven.

Mathematics at Curridge

Children undertake 5 sessions of Mathematics per week including mental maths and times tables; children are expected to know all their times tables by Year 4. However, just as the English curriculum is embedded across all subjects, so is mathematics.

We agree that maths skills are consolidated and enhanced when pupils have opportunities to apply and develop them across the curriculum. Poor maths skills hold back pupils' progress and can lower their self-esteem. We are committed to teaching and Improving these skills by ensuring mathematical skills are used across the curriculum so that children become confident at tackling maths in any context. We have included many examples for using maths across the curriculum but it is by no means an exhaustive list!

Art & Design and Maths

Many works of art can be either created or appreciated by young mathematicians:

  • Symmetrical art can be analysed and the number of lines of symmetry can be found. Also, the order of rotational symmetry can be studied
  • Ratio is used to mix paints. For example, to make purple, you mix 3 parts red to 7 parts blue
  • Perspective can be used to show enlargement of shapes
  • Lots of different tessellations can be found in Escher drawings
  • Works of art from the Cubism era of the 20th century link to nets and 3D shapes

Design & Technology and Maths

Maths is really useful in many aspects of design and technology, such as:

  • Reading Scales
  • Measuring ingredients and working out proportions
  • Using ratios in recipes
  • Being able to measure things accurately is an important skill in both D&T and mathematics
  • Estimation is also important when working out quantities of raw materials

Geography and Maths

From statistics to maps, maths is also important in geography:

  • Collecting and representing data from field trips or for weather investigations
  • Using grid references and coordinates
  • Using scales on Ordnance Survey maps to establish the correct distance between two points
  • Investigating time zones

Music and Maths

Music can be used in mathematics lessons for making up songs about basic facts or clapping, however maths can also be used in music lessons:

  • Time and speed can be represented by tempo which is the number of beats per minute (BPM)
  • Equivalent fractions can be shown using musical notation where a different type of note is worth a different fraction of a whole beat

History and Maths

Dates are the key here when looking at how we can use maths in history lessons:

  • Historical timelines can be used as a basis for finding the difference in dates
  • Historical dates can also be utilised for sequencing events
  • Charts and graphs can provide extremely useful historical information which children can analyse
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