"There are two versions of math in the lives of many people: the strange and boring subject that they encountered in classrooms and an interesting set of ideas that is the math of the world, and is curiously different and surprisingly engaging.

Our task is to introduce this second version to today's students, get them excited about math, and prepare them for the future."

(Jo Boaler)

Intent

At Minster-in-Sheppey Primary School, our intent is to provide a high‑quality, ambitious mathematics curriculum that enables all pupils to become confident, independent and resilient learners. Through the mastery approach, we aim for every child to develop deep, secure and adaptable understanding of key mathematical concepts. We want pupils to see themselves as capable mathematicians who enjoy challenge, embrace struggle as part of learning, and recognise the relevance of mathematics in everyday life.

Our curriculum aims to ensure that pupils:

• Become fluent in core number facts and efficient calculation strategies.
• Develop the ability to reason mathematically, using accurate vocabulary to explain and justify their thinking.
• Confidently solve problems in a variety of contexts, making connections across mathematical ideas.
• Build strong mental strategies and conceptual understanding that enable flexible, independent thinking.
• Develop a growth mathematical mindset, understanding that struggle is part of learning and progress is achievable for everyone.

Our intent is to create learners who are prepared for the next stage of their education and life beyond school, empowered by secure mathematical foundations.

Implementation

Our mathematics curriculum is delivered through a mastery approach rooted in high expectations, strong subject knowledge and carefully sequenced learning. Teachers use the National Curriculum supported by White Rose Maths long‑ and medium‑term plans to ensure coherence and progression.

Teaching and Learning Structure: I do – We do – You do

We use a consistent instructional model throughout the school:

1. I do – Explicit Teaching and Modelling

Teachers model new concepts clearly, using high‑quality representations, worked examples and precise mathematical language.
This stage ensures all pupils have a strong foundation before attempting new learning.

2. We do – Guided Practice

Teacher and pupils work together, supported by questioning, partner discussion and shared problem‑solving.
This collaborative stage allows misconceptions to be identified early and enables pupils to rehearse strategies with increasing confidence.

3. You do – Independent Practice

Pupils apply their learning independently through intelligent, varied tasks supported by manipulatives, scaffolds or challenges as needed.
This stage strengthens fluency, deepens understanding and enables teachers to assess understanding responsively.

Why we use “I do – We do – You do”

This approach:

• Reduces cognitive load by breaking learning into manageable steps.
• Ensures all pupils access high‑quality modelling before working independently.
• Supports mastery by giving time to practise, refine and embed understanding.
• Builds independence gradually and securely, boosting confidence and success.

This aligns strongly with our school’s commitment to developing resilient, confident mathematicians who can explain, explore and apply their thinking.

Additional Features of Our Implementation

• CPA (Concrete–Pictorial–Abstract) progression to secure conceptual understanding.
• Regular fluency practice, including times tables, mental strategies and number facts.
• Collaborative learning that promotes mathematical talk and shared reasoning.
• Adaptive teaching, including pre‑teaching, reactive intervention and scaffolded support.
• Learning environments that support independence through vocabulary, examples and models.
• Engagement with national projects such as Mastering Number, Times Table Rockstars and Numbots to strengthen recall.

• Ongoing assessment and monitoring, including daily formative assessment and termly summative checks.

Impact

The impact of our mathematics curriculum at Minster is evident in pupils who:

• Demonstrate secure, deep understanding of mathematical concepts.
• Recall and apply key number facts fluently and accurately.
• Explain their reasoning confidently using precise mathematical vocabulary.
• Approach problems with resilience, creativity and independence.
• Make strong progress from their starting points and achieve well in statutory assessments.
• Apply their mathematical knowledge across subjects and in everyday contexts.
• Show positive mathematical mindsets and enjoyment of the subject.

Impact is assessed through lesson observations, pupil voice, assessment information and book scrutiny.

We know that Maths can be tricky sometimes and the frustration of "that's not how I was taught" can lead to some very real frustration! We have created these videos to talk through the progressive methods which we use at Minster - step by step -  to support pupils and parents alike. The methods and progression can be found in our calculation policy found in the Calculation Policy.

Click on the image below to view our SEND Adaptation in Maths