Mathematics at Hamilton
Intent
At Hamilton, our Mathematics curriculum is designed to develop key numeracy and problem-solving skills in a way that is accessible and meaningful for all learners. We recognize that our pupils require a highly structured and multi-sensory approach to mathematical concepts. By providing a range of practical, visual, and engaging activities, we ensure that all pupils, regardless of ability or starting point, can make progress and gain confidence in their mathematical understanding.
Our Mathematics curriculum encompasses a broad range of areas, including place value, operations (addition, subtraction, multiplication, and division), shape, measurement (length, height, weight, capacity, time, and money), fractions, position and direction, and statistics. The curriculum is carefully mapped out across the academic year and adapts to each Key Stage and developmental level, from EYFS through to KS3.
Our aims are to:
• Foster a secure understanding of fundamental mathematical concepts, promoting fluency in counting, number sense, and operations.
• Develop reasoning and problem-solving skills through practical tasks, real-life scenarios, and engaging class activities.
• Provide clear progression with differentiated learning intentions, allowing pupils to build on prior knowledge and consolidate new skills.
• Encourage a positive attitude towards Mathematics, helping pupils gain confidence in their abilities and see the relevance of Mathematics in everyday life.
Implementation
• Curriculum Overview: Our Mathematics Overview is planned term-by-term to ensure coverage of key concepts at the appropriate developmental stage. This structure guarantees that pupils continually revisit and deepen their understanding of essential skills, such as place value, number operations, measurement, and more.
• Differentiated Learning Intentions: When planning lessons, staff select from a set of learning intentions and activity ideas that align with pupils’ abilities and developmental levels. These intentions offer clear targets, ensuring that each lesson is matched to the needs of individual pupils or groups.
• Concrete, Pictorial, Abstract (CPA) Approach: Where appropriate, we go through a CPA strategy. Pupils first explore mathematical ideas through real objects and manipulatives (Concrete), then transition to visual representations (Pictorial), and finally use numbers or symbols (Abstract). This method helps deepen conceptual understanding at every stage.
• Practical, Multi-Sensory Activities: Lessons incorporate hands-on exploration—using real objects, manipulatives, and physical tasks—to make abstract concepts more concrete. The “Attention Autism”-style starter is also used in Mathematics sessions to capture pupils’ focus from the outset and build engagement with the day’s topic.
• Mathematics Workboxes: Many pupils benefit from TEACCH-style work trays as part of their 1:1 work with an adult. Pupils systematically move through a carefully sequenced series of activities, reinforcing foundational skills and concepts in a structured, step-by-step manner.
• Real-Life Contexts and Problem-Solving: Wherever possible, mathematical skills are linked to real-life situations. For example, pupils practice money skills through role-play shopping activities, measure everyday objects to compare lengths or weights, and use number facts to solve practical challenges.
• Supportive and Structured Environment: We use visuals, symbols, and step-by-step instructions to help pupils access mathematical ideas. Activity suggestions, such as counting games, matching exercises, and practical investigations, are provided to support teachers in delivering engaging lessons.
• Assessment and Next Steps: Regular formative assessments help teachers identify pupils’ current levels and address any gaps in understanding. Learning intentions are revisited or adjusted as needed so that pupils can progress at a pace suitable to their needs.
Impact
• Improved Number Sense and Fluency: Pupils gain confidence in counting, place value, and operations, applying these skills across different units and real-life contexts.
• Stronger Problem-Solving Skills: Activities designed around real-world scenarios encourage pupils to think logically, make connections, and develop resilience when approaching new challenges.
• Meaningful Engagement: Through the multi-sensory, highly structured approach (including attention-grabbing starters), pupils show greater engagement and enjoyment in their Mathematics lessons.
• Progress for All: Differentiated learning intentions ensure that each pupil is challenged at the right level, leading to measurable gains in their mathematical understanding over time.
• Practical Life Skills: Pupils use and apply their Mathematics knowledge in meaningful contexts, such as handling money, measuring objects, and telling time—vital skills for future independence.
By offering a well-sequenced and personalised approach to learning, Hamilton’s Mathematics curriculum provides all pupils with the foundations they need to become confident, curious, and capable mathematicians.
