Maths develops specific parts of their brain, particularly the left side, as well as problem solving, logic and reasoning. Numeracy is an essential skill in our complex world.

Principles of Mathematics teaching 

Success in mathematics comes from having deep knowledge of the rich connections within mathematical structures, facts, 
concepts and procedures.

At Humphrey Perkins school the curriculum is seen as part of an 11 year journey. Each Key Stage builds on students’ previous learning and prepares them for the next stage.

The principles that make up our curriculum include: 


Principle: Deep learning in Mathematics happens when students have both procedural and conceptual understanding of a topic

Our curriculum has an emphasis on teaching for both conceptual and procedural understanding and unpicking any shallow foundations (NCETM, 2018). A coherent plan through a topic builds the concepts to move the students from novice to expert. Increasing difficulty and problem solving allows students to develop their depth of understanding.

Principle: Deep learning in Mathematics does not (necessarily) happen quickly so the curriculum stays on topics for longer.

Topics within the curriculum are studied for longer to enable each unit to build on prior knowledge, unpick any misunderstandings and take the knowledge deeper and further. The majority of students study the same content and at an appropriate pace, while access material and careful scaffolding supports students where necessary and extension material broaden students’ mathematical experience.

Principle: Deep learning involves developing fluency in Mathematical knowledge, so as to be able to reason Mathematically, with the aim of solving Mathematical problems.

Our curriculum is based on evidence (EEF, 2018) which shows that effective maths teaching includes:

  • A focus on the knowledge of underlying mathematical structures and the rich connections between different areas, making use of multiple representations and manipulatives where appropriate.
  • Using feedback from both summative and formative assessments to inform subsequent planning.
  • In order to solve problems students require domain specific knowledge that is best taught explicitly through clear didactic approaches.
Please see our department documentation which details our curriculum intent and schemes of work.
Maths Presentation from the Maths Subject Evening October 2019