Prince Albert School


Mathematics Curriculum

Teaching for Mastery in Mathematics at Prince Albert School

At Prince Albert, we aim to ensure that all children have a deep understanding of Maths. In addition, we endeavour to nurture strong, confident mathematicians who have a love of the subject.

‘The national curriculum for mathematics aims to ensure that all pupils:

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

At Prince Albert, we understand the importance of children having a solid foundation in Mathematics, which does include the ability to recall key facts (number bonds and times tables etc.). However to develop this fluency, our children are exposed to lots of practice in school, and the use of concrete and real life resources. Our parent workshops help us to share this message with families and enable us to work together to support our children in becoming more fluent.

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

We work hard with our children to give them the tools they need to be able to reason mathematically. These skills are first taught in the early years, where we ask children to investigate elements of number or shape and then use ‘Why?’ or ‘How do you know?’ to get them to talk about their responses.

Later on we develop this further and children are taught a progression of skills developed by NRICH that enables them to progress from being a novice to an expert in reasoning.

Stage 1 is Describing
Stage 2 is Explaining
Stage 3 is Convincing
Stage 4 is Justifying
Stage 5 is Proving

These stages are fluid and we continually work with the children to enhance these skills in each year group.

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

We know that for children to be confident mathematicians, they need to be able to solve a wide range of problems in lots of different ways. Teachers plan for problem solving to take place in every maths lesson so that children can be exposed to the challenges around problem solving and develop strategies of their own (as well as use taught methods). The children are expected to be resilient in lessons and they understand that finding things hard is a vital part of their learning.