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Here at Stoke Park, we want our students to experience the beauty and power of mathematics and develop a sense of curiosity about the subject. It is vital for our students to be numerate to fully participate in society.  

Our curriculum is carefully sequenced and designed to engineer success. This approach ensures that students build knowledge on secure foundations. Students are therefore more likely to be able to retain and apply their mathematical knowledge when needed. By engineering success, we ensure that students develop a love of maths, and we avoid intervention-based teaching that relies on students making lots of mistakes in many unconnected topic areas.  

To ensure our curriculum is effective we have identified powerful knowledge and end points that cover: 

  1. Declarative knowledge – mathematical facts (I know that...) 

  1. Procedural knowledge – conventions and processes (I know how...) 

  1. Conditional knowledge – know when to use (I can show you...) 

These are used as a basis for our departmental approach to systematic instruction including clear explanations and highly effective modelling. Our curriculum and its delivery are designed to ensure that students are made to think and work hard to meet challenging end points.  

As we engineer success for all, no child will ever be left behind. We ensure our implementation is equitable by using various interventions such as Numeracy Ninja, TT Rockstars and Power of 2 to boost students who have found Maths challenging at Primary school level or may be struggling because they have additional needs. Equally, there is no limit to what the students can learn as there is always a way of making each mathematical concept even more challenging. Our curriculum and team of highly qualified teachers are skilled at stretching the highest attaining students.  

Our Aims 

  • To ensure all students become fluent in the fundamentals (powerful knowledge) of mathematics and communicate effectively using correct terminology 

  • Students can articulate their learning in terms of know, how and show 

  • Knowledge and skills learnt is transferrable I.e., can be applied elsewhere in other subjects and in day-to-day life 

  • Students can spot the links to real life scenarios and apply skills in financial contexts 

  • Students can discuss the mathematics they are learning by placing a greater emphasis on the language and questioning. This supports them to take their ideas further. 

  • For students to be inquisitive and seek to find out more about mathematics  

  • Students build upon concepts year after year forming a complete mathematical web of understanding forged in their long-term memory 

For more information please contact Connall Hughes