T: 01325 300337 | E: admin@stjosephsna.bhcet.org.uk


“Life is a maths equation. In order to gain the most, you have to know how to convert negatives into positives”

– Anonymous 

Subject Lead: Mr Hunt


At St Joseph’s, we have designed a broad and balanced curriculum. We intend our children to understand the world, have the ability to reason mathematically and develop a sense of enjoyment and curiosity.

Our mathematics curriculum aims to ensure that children:

  • become confident and 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.
  • are challenged and make meaningful, purposeful links with other subjects.
  • develop curiosity and resilience by reasoning mathematically and following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • Share their mathematical reasoning in a respectful and friendly environment where children are prepared to take risks and secure a deep understanding.
  • 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
  • take on the responsibility of developing and mastering life long learning skills that can be applied to a 21st century Britain.
  • have self belief believing they can do it!

Cultural Capital

The mathematics curriculum at St Joseph’s will offer children the opportunities to draw upon skills, behaviours and knowledge. To be able to do this, all pupils are:

  • Taught lessons that allow them to investigate, record and develop a depth of understanding
  • Given an understanding of how local businesses work
  • Given the opportunities to plan, budget for and resource areas of the school (Fair Trade Tuck Shop)
  • Through local visits and visitor experience, given opportunities to become increasingly aware of the opportunities available in the wider world through the study of mathematics


At St Joseph’s children have a discreet mathematics lesson every day.  In order to aid children develop their mathematical understanding, make connections and deepen their understanding a broad and balanced curriculum has been developed where children build upon prior knowledge and develop new concepts. Engaging computer programmes such as TTRockstars (Times Tables) is used to motivate children and develop basic recall skills.

As a member of the ‘Maths Hub’, St Joseph’s uses the mastery teaching model. This model is built around a child- centred lesson design that models and embeds a growth mindset approach to mathematics.  It is structured around a whole- class teaching model that focuses on helping all children to build a deep understanding of mathematical concepts.

Essential to effective teaching is the planning and delivery of mathematical concepts. Members of staff use an ‘S’ plan to allow them to think deeply about the steps needed to be taken (the journey) to enable all children succeed and meet the objective. This is developed by identifying all the key objectives within the unit and then unpicking them to identify the key ideas. Possible misconceptions or barriers to learning are also identified to intervene and address misconceptions quickly.  A range of concrete, pictorial and abstract ideas will be skilfully planned into the lesson to develop deep thinking.

All lessons at St Joseph’s use the teaching for mastery approach developed around the five big ideas (Coherence, variation, fluency, mathematical thinking and representation and structure.)  Within lessons children are given opportunities to develop their arithmetic skills using ‘Flashback Arithmetic’ at the beginning of a lesson. Children solve written calculations or develop fluency in number bonds or times tables.  A review of previous learning is then undertaken to ‘link’ previous and new learning. Mathematical vocabulary will then be introduced or revisited. Following this, children are then introduced to a new concept that builds upon previous learning.  They develop their mathematical reasoning and competence when solving incredibly sophisticated problems. It provides children with the opportunity to develop why? and why not? questions.  Throughout the lesson, children are given opportunities to discuss their mathematical thinking with their partner and use a range of different representations such as tens frames, part- whole models and bar models. Children move from the concrete and pictorial to the abstract.  This allows children to make mathematical connections and move between different contexts and representations in mathematics.  At the end of the lesson children have the opportunity to reason mathematically and further develop their mathematical vocabulary. The majority of children progress through the lesson at the same pace with differentiated activities and through individual support.