"Pure mathematics is, in its way, the poetry of logical ideas."

Albert Einstein


The maths curriculum at Bowness Primary School follows the pedagogy of Teaching for Mastery. Our schemes of learning are taken from the White Rose Maths, who believe in creating; 'a culture that produces strong, secure learning and real progress.'

The Explicit Teaching of Mathematics

Children at Bowness learn through the explicit teaching of small steps, operating under one learning objective. Within this, mathematical, conceptual knowledge is deepened through effective questioning. This is supported by the explicit teaching of mathematical vocabulary and exposing children to conceptual and non-conceptual variation. Greater depth is secured through children making mathematical connections through refined skills in reasoning.

During lessons, we use the CPA (Concrete, Pictorial and Abstract) method, which involves using actual objects for children to add, subtract, multiply or divide. They then progress onto using pictorial representations of the object, and ultimately, abstract symbols. The CPA approach helps children learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way. 

Concrete is the ‘doing’ stage, using concrete objects to solve problems. It brings concepts to life by allowing children to handle physical objects themselves. Every new abstract concept is learned first with a ‘concrete’ or physical experience.

Pictorial is the ‘seeing’ stage, using representations of the objects involved in maths problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding, by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem. Building or drawing a model makes it easier for children to grasp concepts they traditionally find more difficult, such as fractions, as it helps them visualise the problem and make it more accessible.

Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model and solve maths problems. Children are introduced to the concept at a symbolic level, using only numbers, notation, and mathematical symbols, for example, +, –, x, / to indicate addition, multiplication, or division.

We believe children’s chances of success are maximised if they develop deep and lasting understanding of mathematical procedures and concepts. If all children aim high in mathematics, we will achieve excellence, together.

In addition to daily mathematics lessons, we have daily timetabled arithmetic and number fluency sessions to ensure all children are confident and competent in core mathematical knowledge and skills. 

Characteristics of a Mathematician

  • An understanding of the important concepts and an ability to make connections within mathematics.
  • A broad range of skills in using and applying mathematics.
  • Fluent knowledge and recall of number facts and the number system.
  • The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
  • The ability to think independently and to persevere when faced with challenges, showing confidence in success.
  • The ability to embrace the value of learning from mistakes and false starts.
  • The ability to reason, generalise and make sense of solutions.
  • Fluency in performing written and mental calculations and mathematical techniques.
  • A wide range of mathematical vocabulary.
  • A commitment to and passion for the subject. 

Aspirations for the Future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future as a Mathematician:

  • Chief Test Pilot
  • Automotive Engineer
  • Astronaut
  • Land Surveyor 

For more careers, please visit First Careers.


Mathematics Long Term Plan

Mathematics Progression

National Curriculum: Programme of Study

Mathematics Curriculum Intent Statement