Mathematics
Intent:
At St Mary Queen of Martyrs, our intent is to deliver a mathematics curriculum that fosters a deep and lasting understanding of mathematical concepts while nurturing a love of learning. Rooted in our Gospel values—solidarity, courage, temperance, and justice—we aim to develop learners who are curious, confident, and resilient. We ensure that each pupil receives a carefully sequenced and age-appropriate mathematics education. Children build fluency in core number skills, deepen their reasoning abilities, and apply mathematical thinking to solve real-world problems. Our goal is to cultivate not only proficiency but also enjoyment in mathematics, where pupils are encouraged to question, explore, and articulate their understanding with confidence. This aligns with our wider mission to form well-rounded learners who approach challenges with courage and perseverance
Implementation:
We follow a structured, spiral curriculum, which ensures consistent progression of mathematical concepts from Year 1 through to Year 6. The curriculum builds knowledge step by step—beginning with concrete experiences and moving toward abstract reasoning. Teachers deliver lessons using a concrete–pictorial–abstract approach, making use of manipulatives such as base-10 equipment, dominoes, and measuring tools to help pupils internalise concepts before progressing to written methods. Each unit includes a mix of direct instruction, guided practice, independent work, and formative assessment. This allows for regular revisiting and reinforcement of key skills, while gradually increasing complexity. Mathematical vocabulary is explicitly taught and embedded through class discussions, partner work, and reasoning tasks to develop oracy and critical thinking. Problem-solving is integrated throughout the curriculum, encouraging pupils to apply what they know in varied and meaningful contexts. This supports the development of key skills such as precision (temperance), collaboration (solidarity), and perseverance (courage), while promoting fairness and inclusion (justice) through differentiated and inclusive teaching strategies.
Impact:
The impact of our mathematics curriculum is reflected in pupils’ growing confidence, competence, and enjoyment in the subject. Children demonstrate increasing fluency in core number facts and efficient use of strategies for calculation, as seen in both daily practice and summative assessment. The regular inclusion of reasoning and problem-solving tasks means pupils can explain their thinking clearly and justify their mathematical choices, demonstrating a strong conceptual understanding. Progression is visible through work scrutiny, assessments, and pupil voice, with children articulating how they tackle problems and why certain strategies are effective. Beyond academic outcomes, the impact of our values-led approach is seen in pupils’ resilience when facing challenges, their willingness to support one another, and their pride in striving for accuracy and improvement. Initiatives like Numbots and Times Tables Rockstars complement our classroom teaching, strengthening fluency in a fun and engaging way. Ultimately, our mathematics curriculum equips children with not only the knowledge and skills to succeed academically, but also with the character and mindset to approach future challenges with confidence and integrity.
Please find below links for for Numbots and Times Table Rockstars.
Below you will find more information regarding Multiplication Tables Check
The document below outlines the structure of teaching, learning and assessment at SMQ. Our approach is underpinned by the key types of knowledge we want our children to develop: disciplinary, procedural and conceptual understanding. Through our lesson design, we place a strong emphasis on key vocabulary and sticky knowledge, while giving teachers the professional autonomy to adapt their teaching to meet the needs and abilities of their pupils, rather than following a rigid or fixed plan. This ensures that all children are supported and challenged appropriately, whatever their age or stage of learning.