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DMS Curriculum Intent, Implementation and Impact Overview 


Mathematics is incredibly important in our lives, and without realising it we use mathematical concepts, as well as the skills we learn from completing maths problems every day.  Mathematics is critical to science, technology and engineering and necessary for financial literacy and most forms of employment. A good understanding of mathematics provides a solid 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.

Our aim is for all pupils to acquire a deep, long-term, secure and adaptable understanding of the subject.  In order to do this we aim for all pupils to:

  • rapidly and accurately recall and apply facts and concepts
  • develop a growing confidence to reason mathematically
  • be able to solve problems by applying their mathematical skills to a variety of problems with increasing sophistication, including unfamiliar and real-life scenarios

In order to achieve ‘mastery’ for all, more time is spent teaching key topics but in greater depth, allowing pupils to have stronger foundations before they move to Upper School.  Prior knowledge will be ascertained to ensure pupils are consistently building upon their current understanding.  Throughout both key stages differentiation will be via depth and enrichment activities rather than moving onto new material.  Those who are not sufficiently fluent with earlier material will be supported to consolidate their understanding through additional practise, and intervention where necessary, before moving on. 

Every child has an equal right to a challenging and enlightening curriculum.  By teaching this curriculum well, and developing effective habits in our children, we bring out the best in everyone.



Multiple representations for all!

Concrete, pictorial, abstract.

Objects, pictures, words, numbers and symbols are everywhere.  The mastery approach by the White Rose Maths Hub incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding.  Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.  (WRMH is a national project designed to provide schools with the most up to date processes and procedures in mathematical teaching and learning.)

All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach.  Pupils are encouraged to physically represent mathematical concepts.  Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols

Concrete:  Children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial: Children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract: With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

Our aim is to develop a culture of deep understanding, confidence and competence in maths across the whole of our whole – a culture that produces strong, secure mathematics within each year group.  By building confidence, resilience and a passion for maths, we show all children that maths is an exciting adventure that everyone can enjoy, value and master!

In school, we follow the national curriculum and use White Rose Schemes of Work as a guide to support teacher with their planning and assessment.

By following a mastery curriculum children study fewer topics in greater depth, with the expectation that the majority of children will move through the programme of study at broadly the same pace when they have a secure understanding of the current topic.  In our lessons you will typically see all children grappling with the same challenging content, with teachers providing additional support for children who need it.  However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.  Children who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.  Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Our approach to teaching and learning supports our curriculum by ensuring that lessons build on prior learning and provide sufficient opportunity for guided and independent practise.  We use Barak Rosenshine’s Principle of Instruction (2012) and our own experience of what works in the classroom to develop our teaching and learning approach in order to allow the mastery approach to be effective (ie children learn what they are expected to in the year they are expected to), early catch up is essential: we aim to promptly identify and support pupils who start middle school without a secure grasp of mathematics so they can access the full curriculum.

  1. Begin a lesson with a short review of previous learning
  2. Present new material in small steps with pupil practice after each step
  3. Ask a large number of questions and check the responses of all pupils
  4. Provide models
  5. Guide pupil practise
  6. Check for pupil understanding
  7. Obtain a high success rate
  8. Provide scaffolds for difficult tasks
  9. Require and monitor independent practise
  10. Engage pupils in weekly and monthly review

Parents are informed of and encouraged to be involved in our school mathematics implantation through Class Dojo, Maths homework, TT Rockstars Challenges, parent’s evenings and yearly reports.  Teachers are also all available for parents to speak to both before and after school.

With children within the Windsor Learning Partnership (WLP) following the same curriculum, we have been able to develop common assessments for mathematics for KS3 which are subsequently used at DMS.  These summative assessments allow pupils at DMS to demonstrate their growing understanding of mathematics and teachers to assess the impact of their teaching.  These summative assessments are taken three times a year, moderated through the WLP, enabling teachers to focus on formative assessments from lesson to lesson.

Our formative assessments (low stake quizzes) are designed to support pupils in achieving fluency in mathematics. This means that in lessons pupils are quizzed on prior knowledge in order to embed this knowledge in their long-term memory. This frees up their working memory to attend to current learning.  We are particularly conscious of the role that literacy and vocabulary plays in unlocking the whole curriculum.  Our teachers explicitly teach the meaning of subject-specific language, broken down by term, enabling pupils to memorise the key knowledge they require in order to be able to perform higher-level functions such as evaluate and justify. 



By the end of KS3 we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.  They should have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.  Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

MATHEMATICS Yearly Overview


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 5







Year 6








Year 7

Number: Place Value, add and subtract, perimeter

Number:  Multiply and divide, unit conversions, Order of operations, area, graphs, probability


Geometry: 2d and 3d shapes, angles, volume, nets


Percentages and statistics

Year 8

Number: Recap four operations with integers, decimals and fractions, directed numbers, prime numbers,


Geometry: Perimeter, area, angles

Proportional reasoning: percentages, ratio, time distance graphs

Proportional reasoning/ statistics:

Ratio, proportion, 3d shapes (volume, surface area, graphs and charts, averages

Algebra/Consolidate earlier learning


Introduction to straight line graphs

Dms curriculum map maths 2020 


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Steps to achieve Mathematics 09th Nov 2021 Download
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