“A ‘high-quality’ mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject” (National Curriculum September 2013). At Fazakerley Primary we wholeheartedly agree with this statement and strive to deliver teaching that creates opportunities for children to develop as true Mathematicians. We believe the importance of the new ‘Mastery Curriculum’ is key to children’s progress in this.

To develop fluency in Mathematics, children need to secure a conceptual understanding and efficiency in procedural approaches. It is important to make connections between concrete materials, models and images, mathematical language, symbolic representations and prior learning. Furthermore, it is then essential that children have opportunities to practise the key skills whilst building the understanding and knowledge to apply these skills into more complex activities and problems. Problem solving should not be routine or closed-procedural. It should enable children to develop a range of skills including making generalisations, finding patterns, carrying out trial and improvement, making and testing hypotheses, making decisions, creating explanations and making connections.

In our school we have basic skills sessions; five 10-minute sessions bi-weekly in Key Stage One and five 20-minute sessions bi-weekly in Key Stage Two. During these lessons children have the opportunity to practise basic skills continually to ensure that they secure the building blocks in mathematical learning. In our Mathematics lessons we have changed our differentiation to fit the new Mastery Curriculum’. This means that children will all be working towards their year-group objectives. Some children may use resources, images and adult support to achieve these objectives, others may be required to use the knowledge gained through the objectives to solve a range of problems in order to gain a rich breadth of understanding and develop the problem solving skills identified above.

The document link below provides a guide to the mathematical topics we teach across the year. In the National Curriculum 2013, there is an increased proportion of content dedicated to Number (approximately two-thirds). Therefore, alongside the introduction of Measurement, Geometry and Statistics, children will still be revisiting Number in order to consolidate and apply previous knowledge and skills.

Long Term Map for Mathematics


Booklets to help.

We have produced some information to help you with the way we teach maths in school. Please click on the links below for some information on how we teach addition, subtraction, division and multiplication in school.


Addition parent booklet

Division parent booklet

Multiplication parent booklet

Subtraction Parent Booklet