Mathematics Curriculum

 “Not everything that can be counted counts and not everything that counts can be counted” – Einstein


What is the intention of the KS1 and KS2 Mathematics Curriculum?

At Rosecliffe we believe that pupils from all backgrounds can succeed in mathematics. Our focus is on raising standards – working together to show what pupils are capable of and to find effective ways to enable every pupil to succeed.

We aim for pupils to study fewer areas of learning in each term and in each year but develop a greater understanding of each. This will help teachers to focus on quality teaching and not be hindered by a curriculum based on coverage of topics.

Three key features of our maths teaching include:

  • High expectations for every pupil
  • More time on fewer topics
  • Problem-solving at the heart


We embed a deep understanding of maths by employing the concrete, pictorial, abstract approach using Power Maths across all phases and by using concrete materials (e.g. objects) and pictorial representations (e.g. pictures, diagrams) alongside the use of numbers and symbols. This supports pupils to develop a deeper conceptual understanding of the underlying mathematical structure as opposed to  solely learning routines, procedures and algorithms without developing a deep understanding of mathematics.


We emphasise:

  • Language – communicating ideas, proof, clarity and development of mathematical concepts.
  • Thinking – questioning and task design to promote mathematical thinking.
  • Understanding – using the concrete, pictorial and abstract approach to deepen conceptual understanding, and making connections to previous learning, to other subjects.
  • Problem Solving – to be mathematical is to solve mathematical problems. Problem solving is both why and how we learn mathematics.


We aim 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 they have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • 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.


Progression Overviews