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" Without mathematics, there's nothing you can do. Everything around you is Mathematics. Everything around you is numbers."

Shakuntala Devi


At Dundale, we intend to provide a curriculum which is creative, engaging and inclusive. Our maths curriculum is accessible to all and will maximise the development of every child’s ability and academic achievement. We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. We intend for our pupils to be able to apply their mathematical knowledge across the curriculum and within wider aspects of their life. We want children to realise that mathematics has developed over centuries, providing the solution to some of history’s most intriguing problems. As our pupils progress, we intend for our pupils to be able to understand the world, have the ability to reason mathematically, have an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.



We follow the National Curriculum and have adopted Essential Maths (framework by Hertfordshire County advisors) as it allows us to build on key knowledge, concepts and processes. Each year group covers: place value and number operations, geometry, measures, fractions, statistics, algebra in varying depth depending on year group. Essential Maths has a CPA approach to learning (concrete – use of materials, pictorial use of pictures, abstract use of question/ problems) and is delivered as a spiral curriculum, allowing for concepts to be revisited and built upon each year at a deeper level of understanding.  During Year 6, we consolidate previous learning within the year’s programme of study, revisiting and rehearsing the 4 key processes (+, -, x, /) and ensuring all children have a good understanding of number. This involves increased repetition of key concepts and greater levels of independent practice. This will prepare children for the KS3 curriculum and the expectations of secondary school.   Manipulatives are used to reveal mathematical structures and information.  We are developing a mastery approach to mathematics, taking small steps towards a deeper understanding and shared language of reasoning. This also involves whole class teaching, in the main, and challenge is provided by open ended questions, puzzles and creating transferable generalisations. Regular, embedded fluency sessions in Key Stage 2 allow pupils opportunities to revisit prior learning, consolidate current concepts and anticipate and prepare for future learning. In KS1 and EYFS, number fluency is also embedded within the lessons to develop number sense and fluency.  In EYFS opportunities for practical activities are given through continuous provision. Children learn to recognise numbers of objects without counting (subitising) and learn basic number facts.  Counting songs and rhymes form an important part of daily routines throughout the foundation stage.



Intended Impact

 During the children’s learning journey at Dundale our intended impact of the Maths curriculum is to ensure that all children;

  • are ambitious and enjoy success in mathematics
  • show resilience and have strategies for problem solving
  • enjoy being curious and questioning about their understanding of mathematics
  • notice patterns and make sensible generalisations
  • have a secure knowledge of number facts (including number bonds and multiplication tables) and can apply this knowledge across a range of contexts and real-life problems.
  • have an efficient, reliable, compact written method of calculation for each operation that they can apply confidently
  • can think mathematically, develop conceptual understanding, and communicate mathematical ideas in a range of contexts
  • apply their knowledge of the key concepts to solve unfamiliar word problems, undertake complex reasoning and use appropriate mathematical reasoning