Maths
In our Trust, we are proud to offer a mathematics curriculum built on the principles of the maths mastery approach, closely aligned with the NCETM Professional Development (PD) Materials. Our core aim is to develop all pupils into confident, fluent, and successful mathematicians who enjoy exploring mathematical ideas and can apply their understanding with precision and creativity.
The mastery approach ensures that all children, regardless of background or prior attainment, are given the time and support to develop a deep, secure, and adaptable understanding of mathematical concepts. Teaching is carefully sequenced and enriched through the use of representations, mathematical talk, and carefully designed practice, enabling pupils to progress together and achieve success.
Through high-quality teaching, targeted support, and a focus on reasoning and problem-solving, we nurture a positive attitude towards maths. Our curriculum fosters resilience, curiosity, and a belief that every child can achieve in mathematics.
Year 1
Autumn
Week (1 to 5) | Week ( 6 to 10) | Week 11 | Week 12 |
|---|---|---|---|
| Number: Place Value within 10 | Number: Addition and Subtraction (Within 10) | Geometry: Shape | Consolidation |
Spring
Week (1 to 3) | Week (4 to 6) | Week (7 to 8) | Week (9 to 10) | Week (11 to 12) |
|---|---|---|---|---|
Number: Place Value (within 20) | Number: Addition and Subtraction(within 20) | Measurement: Time | Measurement: Length and Height | Number: Place Value (within 50) |
Summer
| Week (1 to 3) | Week (4 to 5) | week 6 | Week (7 to 8) | Week 9 | Week (10 to 11) | Week 12 |
|---|---|---|---|---|---|---|
| Number: Multiplication and Division | Number: Fractions | Measurement: Money | Measurement: Mass and Volume | Geometry: Position and Direction | Number: Place Value ( within 100) | Consolidation |
It is expected that problem solving, investigations and real-life maths will be woven into each area of mathematical learning. For a child to master an area of learning they must be able to apply their learning in a variety of contexts and be able to use their skills to solve problems and find solutions.
In problem solving tasks, children must learn to organise their work, use trial and error methods and explain their thinking and working.
Stem sentences and Maths vocabulary: The mathematical vocabulary and stem sentences must be carefully planned out to build up and deepen their mathematical
understanding.
Multiplication: throughout the school year, Year 1 pupils should learn to chant in 2’s, 5’s and 10’s alongside visual representations. They should also start to look for the
patterns in the numbers for 5’s and 10’s. This should be integrated daily but does not necessarily have to be part of a maths lesson.
Year 2
Autumn
Week (1 to 4) | Week (5 to 9) | Week (10 to 12) |
|---|---|---|
| Number: Place Value within 10 | Number: Addition and Subtraction (Within 10) | Geometry: Shape |
Autumn 1
X 1
2 lessons learning about representations
e.g 2 x 1 =
2 lots of 1 apple
- Visuals
- Language
- Then daily reinforcing ‘lots of’ amounts.
Autumn 2
X 2
2 lessons learning about representations
e.g 3 x 2 =
3 lots of 2 wheels
- Visuals
- Language
- Identify the number pattern (2, 4, 6, 8, 0)
- daily reinforcing ‘lots of’ amounts and chanting of the 2 times tables.
- learn these out of sequence and both verbally and written.
- Introduce TT Rockstars
Spring
| Week (1 to 2) | Week (3 to 7) | Week (8 to 9) | Week (10 to 12) |
|---|---|---|---|
| Measurement: Money | Number: Multiplication and Division | Measurement: Length and Height | Measurement: Time |
Spring 1
X 5
2 lessons learning about representations
e.g 3 x 5 =
3 lots of 5 arms
- Visuals
- Language
- Identify the number pattern (5, 0, 5, 0 etc).
- daily reinforcing ‘lots of’ amounts and chanting of the 2 and 5 times tables.
- learn these out of sequence and both verbally and written.
- Continue TT Rockstars (x1, x2 and x5)
Spring 2
X 10
2 lessons learning about representations
e.g 2 x 10 =
2 lots of 10 fingers
- Visuals
- Language
- Identify the number pattern (0, 0, 0 etc)
- daily reinforcing ‘lots of’ amounts and chanting of the 2, 5 and 10 times tables.
- learn these out of sequence and both verbally and written.
- Introduce TT Rockstars (x1, x2, x5, x10, x0)
Summer
| Week (1 to 2) | Week (3 to 4) | Week (5 to 7) | Week (8 to 10) | Week (11 to 12) |
|---|---|---|---|---|
| Statistics | Geometry: Position and Direction | Number: Fractions | Measurement: Mass | Consolidation |
Summer 1
X 0
2 lessons learning about representations
e.g 2 x 0 =
2 lots of nothing
- Visuals
- Language
- Identify the number pattern (0, 0, 0 etc).
- daily reinforcing ‘lots of’ amounts and chanting of the 2, 5 and 10 times tables.
- learn these out of sequence and both verbally and written.
- TT Rockstars (x1 , x2, x5, x10, x0)
Summer 2
Revision and fluency
- Chanting
- Pattern finding with the numbers
- TT rockstars (mix up the order)
- Learn them out of order
It is expected that problem solving, investigations and real-life maths will be woven into each area of mathematical learning. For a child to master an area of learning they must be able to apply their learning in a variety of contexts and be able to use their skills to solve problems and find solutions.
In problem solving tasks, children must learn to organise their work, use trial and error methods and explain their thinking and working.
Stem sentences and Maths vocabulary: The mathematical vocabulary and stem sentences must be carefully planned out to build up and deepen their mathematical understanding.
Year 3
Autumn
| Week (1 to 3) | Week (4 to 8) | Week (9 to 11) | Week 12 |
|---|---|---|---|
| Number: Place Value | Number: Addition and Substraction | Measurement: Mass and Capacity | Consolidation |
Autumn 1
X 4
2 lessons learning about representations
e.g 2 x 4 =
2 lots of 4 legs
- Visuals
- Language
- Identify the number pattern (4, 8, 2, 6, 0)
- Daily reinforcing ‘lots of’ amounts and chanting of the 4 times tables.
- Learn these out of sequences and both verbally and written.
- TT Rockstars (Inc previously learned ones)
Autumn 2
X 8
2 lessons learning about representations
e.g 3 x 8 =
3 lots of 8 legs
- Visuals
- Language
- Identify the number pattern (always even- link to x 4 patterns)
- daily reinforcing ‘lots of’ amounts and chanting of the 4 and 8 times tables.
- learn these out of sequence and both verbally and written.
- TT Rockstars (inc previously learned ones)
Spring
| Week (1 to 3) | Week (4 to 6) | Week (7 to 9) | Week 10 | Week (11 to 12) |
|---|---|---|---|---|
| Number: Multiplication and Division | Measurement: Length and Perimeter | Number: Fractions | Statistics | Measurement: Money |
Spring 1
X 3
2 lessons learning about representations
e.g 3 x 3 =
3 lots of 3 corners
- Visuals
- Language
- daily reinforcing ‘lots of’ amounts and chanting of the 4, 8 and 3 times tables.
- learn these out of sequence and both verbally and written.
- TT Rockstars (inc previously learned ones)
Spring 2
X 6
2 lessons learning about representations
e.g 2 x 6 =
2 lots of 6 eggs
- Visuals
- Language
- Identify the number pattern (even – link to the x 3)
- daily reinforcing ‘lots of’ amounts and chanting of the 3 and 6 times tables.
- learn these out of sequence and both verbally and written.
- TT Rockstars (inc previously learned ones)
Summer
Week (1 to 4) | Week (5 to 6) | Week (7 to 9) | Week (10 to 11) | Week 12 |
|---|---|---|---|---|
| Number: Multiplication and Division | Number: Fractions | Measurement: Time | Geometry: Shape | Consolidation |
Summer 1
X 12
2 lessons learning about representations
e.g 2 x 12 =
2 lots of 12
- Visuals
- Language
- Identify the number pattern (tens goes up by 1, ones go up 2, even)
- daily reinforcing ‘lots of’ amounts and chanting of the 2 times tables.
- learn these out of sequence and both verbally and written.
- TT Rockstars (x1, x2, x5, x10, x0)
Summer 2
Revision and fluency
- Chanting
- Pattern finding with the numbers
- TT rockstars (mix up the order)
- Learn them out of order
It is expected that problem solving, investigations and real-life maths will be woven into each area of mathematical learning. For a child to master an area of learning they must be able to apply their learning in a variety of contexts and be able to use their skills to solve problems and find solutions.
In problem solving tasks, children must learn to organise their work, use trial and error methods and explain their thinking and working.
Stem sentences and Maths vocabulary: The mathematical vocabulary and stem sentences must be carefully planned out to build up and deepen their mathematical understanding.
Year 4
Autumn
Week (1 to 4) | Week (5 to 7) | Week 8 | Week (9 to 11) | Week 12 |
|---|---|---|---|---|
| Number: Multiplication and Division | Number: Fractions | Measurement: Time | Geomerty: Shape | Consolidation |
Autumn 1
X 9
2 lessons learning about representations and patterns
e.g 2 x 9 =
- Visuals (groups of)
- Language
- Identify the number pattern (recognise the tens goes up, ones comes down)
- daily reinforcing ‘lots of’ amounts and chanting of the 9 times tables.
- learn these out of sequence and both verbally and written.
- TT Rockstars (inc previously learned ones)
Autumn 2
X 7
2 lessons learning about representations and patterns e.g 3 x 7 =
- Visuals (groups of)
- Language
- daily reinforcing ‘lots of’ amounts and chanting of the 9 and 7 times tables.
- learn these out of sequence and both verbally and written.
- TT Rockstars (inc previously learned ones)
Spring
Week (1 to 3) | Week (4 to 5) | Week (6 to 9) | Week 10 | Week (11 to 12) |
|---|---|---|---|---|
Number: Multiplication and Division | Measurement: Length and Perimeter | Number: Fractions | Statistics | Consolidation |
Spring 1
X 11
2 lessons learning about representations and patterns e.g 3 x 11 =
- Visuals (groups of)
- Language
- Identify the number pattern (double digits e.g 11,22, 33 etc)
- daily reinforcing ‘lots of’ amounts and chanting of the 9, 7 and 11 times tables.
- learn these out of sequence and both verbally and written.
- TT Rockstars (inc previously learned ones)
Spring 2
Squares
2 lessons learning about patterns of squares and the
meaning of ²
- Visuals
- Language
- Pre-empt the misconception of doubling (it is not x2 but multiplying the number by itself – 2 of the numbere.g. 4² = 4×4 =)
- daily reinforcing ‘lots of’ amounts and chanting of all the times tables.
- learn these out of sequence and both verbally and written.
- TT Rockstars (all)
Summer 1 | Summer 2
Week (1 to 3) | Week (4 to 5) | Week (6 to 7) | Week (8 to 9) | Week 10 | Week (11 to 12) |
|---|---|---|---|---|---|
Number: Decimals | Measurement: Money | Measurement: Time | Geometry: Shape | Consolidation | Geometry: Position and Direction |
Revision, fluency and speed
- TT rockstars (mix up the order)
- Purplemash
- Games
- MTC prep
It is expected that problem solving, investigations and real-life maths will be woven into each area of mathematical learning. For a child to master an area of learning, they must be able to apply their learning in a variety of contexts and be able to use their skills to solve problems and find solutions.
In problem solving tasks, children must learn to organise their work, use trial and error methods and explain their thinking and working.
Stem sentences and Maths vocabulary: The mathematical vocabulary and stem sentences must be carefully planned out to build up and deepen their mathematical understanding.
Year 5
Autumn
| Week (1 to 3) | Week (4 to 5) | Week (6 to 8) | Week (9 to 12) |
|---|---|---|---|
| Number: Place Value | Number: Addition and Substraction | Measurement: Mass and Capacity | Consolidation |
Springs
Week (1 to 3) | Week (4 to 5) | Week (6 to 8) | Week (9 to 10) | Week (11 to 12) |
|---|---|---|---|---|
Number: Multiplication and Division | Measurement: Converting units | Number: Decimals and percentages | Statistics | Measurement: Length and Perimeter |
Summer
Week (1 to 3) | Week (4 to 5) | Week (6 to 8) | Week 9 | Week (10 to 11) | Week 12 |
|---|---|---|---|---|---|
Geometry: Shape | Geometry: Position and Direction | Number: Decimals | Number: Negative Numbers | Number: Fractions | Measurement: Volume |
It is expected that problem solving, investigations and real-life maths will be woven into each area of mathematical learning. For a child to master an area of learning they must be able to apply their learning in a variety of contexts and be able to use their skills to solve problems and find solutions.
In problem solving tasks, children must learn to organise their work, use trial and error methods and explain their thinking and working.
Stem sentences and Maths vocabulary: The mathematical vocabulary and stem sentences must be carefully planned out to build up and deepen their mathematical understanding.
Year 6
Autumn
Week (1 to 2) | Week (3 to 7) | Week (8 to 9) | Week (10 to 11) | Week 12 |
|---|---|---|---|---|
| Number: Place Value | Number: Addition, Substraction, Multiplication and Division | Number: Fractions | Number: Fractions | Measurement: Converting units |
Spring
Week (1 to 2) | Week (3 to 4) | Week (5 to 6) | Week (7 to 8) | Week (9 to 10) | Week (11 to 12) |
|---|---|---|---|---|---|
Number: Ratio | Number: Algebra | Number: Decimals | Number: Fractions, Decimals and Percentages | Measurement: Area, Perimeter and Volume | Statistics |
Summer
Week (1 to 3) | Week 4 | Week (5 to 12) |
|---|---|---|
Geometry: Shape | Geometry: Position and Direction | Consolidation |
It is expected that problem solving, investigations and real-life maths will be woven into each area of mathematical learning. For a child to master an area of learning they must be able to apply their learning in a variety of contexts and be able to use their skills to solve problems and find solutions.
In problem solving tasks, children must learn to organise their work, use trial and error methods and explain their thinking and working.
Stem sentences and Maths vocabulary: The mathematical vocabulary and stem sentences must be carefully planned out to build up and deepen their mathematical understanding.
Address
Contact
Contact: admin@tcat.education
Phone: 01392 304040
© The Cornerstone Academy Trust 2025
