At Hillside Primary School, our Mathematics curriculum is designed to place the needs and aspirations of our pupils at the heart of their learning. Mathematics is a creative discipline that helps our pupils understand and change the world. We want all children to experience the beauty, power, and enjoyment of mathematics, fostering a sense of curiosity that helps them "Be the BEST they can be".  Our curriculum is underpinned by four key attitudes for learning:

• BELIEVE: We foster positive ‘can do’ attitudes, believing that all children can achieve in mathematics.

• ENGAGE: We spark curiosity and engagement by using mistakes and misconceptions as an essential, non-threatening part of learning.

• SUCCEED: Success is rooted in secure and deep understanding, ensuring all pupils become fluent in fundamentals before moving to sophisticated problems.

• TRY: We cultivate resilience by challenging pupils with rich problems that require "hard work" and perseverance.

The Mathematical Framework
We deliver a high-quality curriculum that equips pupils with Substantive Knowledge (foundational facts and conceptual understanding) and Disciplinary Knowledge (the ability to reason and problem-solve). Our curriculum follows a knowledge-rich sequence where learning is broken down into manageable steps.

BELIEVE: Building Confidence and Belonging

• Vocabulary for Success: We believe mathematical vocabulary is the gateway to achievement. Pupils use precise terminology – such as 'commutative', 'inverse', and 'equivalence'– to justify their arguments and proofs.

• Inclusive Achievement: Through a "Can Do" approach, we ensure all pupils – regardless of background – believe they can access Age Related Expectations. We provide challenge through depth rather than acceleration through new content.

ENGAGE: Curiosity and Connection

• Mathematical Enquiry: Pupils engage as active researchers. Following the 'Hook It' introduction, they follow lines of enquiry to develop justifications and mathematical arguments.

• Active Learning: Every child engages in the 'Practise It' phase, where the whole class explores new learning together with explicit modelling of potential misunderstandings.

SUCCEED: Precision and Mastery

• Chronological Recall (Daily Arithmetic sessions including Numbersense and Mastering Number): Success is rooted in the ability to recall and apply knowledge rapidly. Through daily arithmetic meetings, pupils engage in deliberate practice of 'Past and Present' learning to ensure long-term retention. They also practise additive and multiplicative facts to build fluency.

• Procedural Fluency: During the 'Do It' phase of lessons, pupils master 'What it is' and 'What it’s also' to achieve precision in their calculations.

TRY: Resilience and Hard Thinking

• Conceptual Challenge: We cultivate a culture where children are not afraid to 'try'. In the 'Stretch It' phase, pupils develop resilience by identifying errors in 'True/False' or 'Spot the Mistake' scenarios.

• Hard Thinking: The 'Solve It and Apply it' phase requires pupils to apply their understanding to unfamiliar contexts and real-life scenarios and word problems, embracing the challenge of sophisticated problem-solving.