Curriculum by Subject
Computing
Design Technology
Geography
History
Maths
At Gig Mill Primary School, we believe that mathematics should be engaging, meaningful and accessible for every child. Using a mastery approach, we support pupils to build a secure understanding of mathematical ideas through a range of representations. Children work with practical resources, visual models and abstract symbols, enabling them to explore concepts deeply and communicate their thinking with confidence.
These approaches enrich learning and strengthen children’s understanding over time, helping them develop genuine mathematical insight rather than relying on rote methods. Throughout lessons, pupils are encouraged to recall prior learning, apply strategies independently and reason using mathematical language.
We provide a wide range of opportunities that help children make connections across different areas of mathematics. Our aim is to ensure that all pupils develop strong skills in calculation, reasoning and problem solving, equipping them with the confidence and knowledge they need both in school and in the wider world.
Early Maths at Gig Mill
In the Early Years at Gig Mill Primary School, children develop the essential foundations of mathematical understanding. These foundations support all future learning and help children build strong number sense as they move through primary school.
Early maths is structured around six key areas:
Cardinality - Understanding that numbers represent quantities.
Counting - knowing that the last number counted tells us how many are in the set.
Comparison- Exploring when quantities or numbers are greater than, less than, or equal to one another.
Composition - Recognising that numbers are made up of smaller parts—for example, seeing 5 as “3 and 2” or “4 and 1.”
Pattern- Noticing, copying and creating patterns. This helps children identify relationships and structures, which form the basis of mathematical reasoning.
Shape and Space -Investigating shapes and how they move, rotate, combine or change. These experiences develop early spatial awareness and support later geometry learning.
Measures- Comparing length, height, mass, capacity and time. These early comparisons prepare children for using formal units later on.
Throughout the Early Years, children are encouraged to use mathematical vocabulary, solve problems through play and talk, and reason about what they notice. Practical experiences, both indoors and outdoors, help children make sense of mathematical ideas in meaningful contexts.
Click here to view the Early Years Maths Curriculum Overview.
Early Maths Links & Websites:
- The NCETM Early Years Area - The aim of this section is to help gain a clearer understanding of how children build early number sense and to provide tips on how best to support that learning.
- Number Blocks - Number blocks first broadcast in January 2017. It is a preschool BBC television series aimed at introducing children to early number. Snappy animation and lovable characters combine with engaging story lines to gently introduce concepts of number to support early mathematical understanding.
- NRICH - The NRICH Early Years resources aim to further develop young children’s natural problem-solving abilities in the context of mathematics.
- Learning Trajectories - This is a web-based tool to support our understanding about how children think and learn about mathematics and how to teach mathematics to young children (birth to age 8).
Our Approach to Teaching Maths at Gig Mill
Aims of the National Curriculum
The National Curriculum for mathematics sets out to ensure that all pupils:
- Develop fluency in key mathematical facts, methods and concepts
- Reason mathematically using logical thinking, explanation and justification
- Solve problems by applying their understanding in a range of contexts
At Gig Mill Primary School, we align closely with these aims and follow a mastery approach to ensure that every child builds secure and long‑lasting mathematical understanding.
Fluency: Building Secure Knowledge
We place great emphasis on helping children develop strong number sense. Pupils regularly revisit important facts such as number bonds, times tables, doubling, halving and place value so that these become embedded and automatic.
Fluency is not just about speed; it is about choosing efficient strategies and applying them confidently. Children experience a range of carefully structured practice that allows them to deepen their understanding over time rather than quickly moving through content.
Our aim is for pupils to apply skills accurately, efficiently and flexibly, selecting the most appropriate strategy for the task.
Reasoning: Thinking Mathematically
Reasoning is at the heart of every lesson. Children are encouraged to:
- Explain their methods
- Spot patterns and relationships
- Make predictions and justify their thinking
- Evaluate whether answers make sense
We create regular opportunities for pupils to talk about their ideas with partners or small groups, as discussion helps them refine their thinking and develop mathematical language. Through these conversations, children naturally compare methods, identify misconceptions and challenge one another’s reasoning.
Opportunities for proof and deeper exploration are built into lessons, enabling children to demonstrate their understanding in multiple ways using representations, examples, counter‑examples or practical resources.
Problem Solving: Applying Learning with Confidence
To develop confident problem solvers, we provide children with a wide variety of tasks, including:
- Practical activities
- Real‑life problems
- Investigations
- Non‑routine challenges
Children learn to break down complex tasks into manageable steps, try different approaches and persevere when they encounter difficulty. Throughout these experiences, we encourage curiosity, resilience and logical thinking.
Our goal is for all children to leave Gig Mill equipped to tackle unfamiliar situations with confidence both in mathematics and beyond.
Our Maths Curriculum
We follow the White Rose Maths progression to shape our long‑ and medium‑term planning. This ensures our curriculum is carefully sequenced so that each new idea builds securely on previous learning. By spending longer on key concepts, we allow children the time they need to develop a deep, secure and long‑lasting understanding of mathematical knowledge, skills and procedures. This focus on depth supports children in retaining what they have learned and applying it confidently in new situations.
To enrich and strengthen our maths provision, we also draw on a variety of high‑quality resources and materials.
We also make extensive use of practical equipment across the school to support children’s mathematical thinking. These hands‑on resources help pupils represent ideas clearly, explore concepts in depth and develop secure understanding.
To find out what each year group is learning, please select the relevant year group below to view the maths curriculum coverage for the academic year.
- Year 1 maths curriculum
- Year 2 maths curriculum
- Year 3 maths curriculum
- Year 4 maths curriculum
- Year 5 maths curriculum
- Year 6 maths curriculum
Times Tables at Gig Mill
Developing quick and accurate recall of multiplication facts is an important part of becoming confident in mathematics. At Gig Mill, times tables are practised regularly from Year 1 onwards as part of our maths curriculum. Strong recall of these number facts helps children tackle more complex calculations with greater ease and efficiency.
The National Curriculum states that all pupils should be able to recall multiplication facts up to 12 × 12 by the end of Year 4. To support this:
- By the end of Year 2, children work towards secure recall of the 2, 3, 5 and 10 multiplication facts.
- By the end of Year 3, pupils build on this knowledge and are expected to recall the 4 and 8 times tables alongside the 2, 3, 5 and 10 facts.
Online Practice and Resources
Children have access to Times Tables Rock Stars (TTRS) to help them improve their speed and accuracy. Year 1 pupils receive their login details during the summer term so they can begin using the platform in readiness for Year 2.
We encourage children to use TTRS both in school and at home.
Many children also enjoy using Hit the Button to practise quick recall of multiplication and division facts, as well as number bonds, doubling and halving.
Multiplication Tables Check (Year 4)
Towards the end of Year 4, pupils complete the statutory Multiplication Tables Check (MTC). This online assessment checks recall of all multiplication facts up to 12 × 12.
- The check consists of 25 questions.
- Children have 6 seconds to answer each question, with a 3‑second pause between questions.
Further information about the Multiplication Tables Check can be found in the PPT - LINK
Useful Information:
- National Curriculum and Ready to Progress mapping
- Calculation Policy – all year groups
- Vocabulary Progression document
Modern Foreign Languages
Reading
Early Reading
At Gig Mill, we prioritise the development of early reading by putting reading at the heart of everything we do. Through the use of robust and systematic teaching of phonics this provides an effective transition into independent reading, which then subsequently encourages our older pupils to read widely and deeply. Phonics is undoubtedly an essential tool here but as a school, we are aware that whilst phonic knowledge enables pupils to decode words, it does not teach them to know their meaning. We achieve this by providing opportunities for our pupils to sing, hear and join in with stories, to gain an understanding of what words actually mean through early, verbal comprehension. These solid and secure foundations are then built upon to enable the children of Gig Mill to be fluent, confident readers and adopt a love for reading.
Phonics
We want to help all of our children at Gig Mill to become successful readers, who love reading. In order to decode (read) words, children are taught through a systematic phonics approach following the Little Wandle Letters and Sounds Revisedscheme which captivates our children. Daily, discrete phonics sessions are taught in flexible groupings and sessions are fast paced, interactive and challenging. Children are encouraged to apply their phonics skills across all curriculum areas (and have further opportunities to apply enhanced provisions in EYFS and home learning).
Children are assessed at the end of each unit, and the results are entered into the Little Wandle Phonics Tracker for analysis. These assessments allow teachers to capture each pupil’s phonics ability by recording instantly whether the child can accurately pronounce the phoneme or read the word. Assessment outcomes are logged within class or phonics groups, enabling progress to be tracked over time. This ongoing tracking supports teachers in identifying pupils who require additional support and implementing targeted intervention to ensure steady and secure phonics progression.
The Little Wandle website provides resources to help you support your child with saying their sounds and writing their letters. There are also some useful videos so that you can see how phonics is taught at school and feel confident about supporting your child with reading at home. Click on the link below to be redirected the Little Wandle website to access the Little Wandle Parent Information Pack and see how you can continue to support your child with reading and phonics at home.
EYFS & KS1 Guided Reading
Reading at Gig Mill encompasses the teaching of guided group reading in which the responses are verbal, in addition to the whole class teaching of reading in which the children record their responses in reading journals.
Collins Big Cat for Little Wandle Letters and Sounds Revised have devised fully decodable books matched to our programme progression to ensure every child has access to a book they can read. All children in EYFS and Year 1 participate in three reading practice sessions each week. Children focus on decoding, reading with prosody and comprehension. Children need to be given regular opportunities to apply the phonics they have learned, by reading fully decodable books. Reading sessions are well-planned and executed to enable children to become confident readers who read with understanding.
High-quality texts used from our reading book scheme are taken from the reading age of the child to ensure that the pitch is appropriate.
Reading Books
Little Wandle resources are used in EYFS and KS1, in order to support every child on their reading journey to develop a strong phonic knowledge and a love of reading. As they progress through each phonic phase, children will become fluent readers through high-quality fiction and non-fiction banded books. Each fully decodable book is expertly aligned to each child’s Little Wandle journey to ensure all pupils in EYFS and KS1 move from decoding words to reading fluently and for pleasure. Each pupil’s reading journey is tracked to ensure systematic progression for each pupil by their class teacher.
Little Wandle Fluency – Year 2 and 3
We want all children to have the secure phonic knowledge needed to be able to read. But being a fluent reader is so much more. We need to make teaching reading our priority so that every child can unlock all aspects of reading. The fluency programme teaches all aspects of reading using vibrant, diverse and engaging chapter books created by contemporary authors and illustrators. Each book has been carefully devised to support children as they progress in reading fluency through Years 2, 3 and beyond; making sure every child can become a confident, fluent and motivated reader.
Whole Class Reading – Year 3 and 6
Children from Year 3 upwards, who are fluent readers, access whole class reading. Staff plan for a 30-minute daily reading lessons teaching the requirements of the National Curriculum in line with content domains. Children explore reading skills and develop fluency through a range of engaging stimuli, including a range of genres and texts taken from high quality reading spines. Texts are selected based on their literary merit providing the children to experience a range of contexts and supports their understanding of English now and in the future.
Reading for Pleasure
At Gig Mill Primary School, we believe that reading is a vital skill that underpins lifelong learning. Our aim is to nurture a strong and sustainable reading culture in which every child becomes a confident, competent reader who develops a genuine love of books. Through exposure to rich and varied literature, pupils are encouraged to explore their interests, exercise freedom of choice, and develop independence as readers. We view the right to read for pleasure as fundamental, laying firm foundations for success across the wider curriculum and beyond.
We recognise the importance of sharing stories with children of all ages. To promote enjoyment and foster positive reading habits, class teachers provide dedicated Reading for Pleasure sessions. These may include the teacher reading aloud the class reader, pupils taking turns to read to their peers, small‑group shared reading, or independent reading time. High‑quality texts from the Additional Texts section of our reading handbook are regularly shared, ensuring children experience a broad range of engaging and diverse literature. These practices help nurture enthusiasm, curiosity, and a lasting love of reading in all our pupils.
School Library
Our school library is a warm, welcoming space that is well stocked with a rich variety of fiction, non‑fiction and poetry books, offering something to inspire every reader. Each week, classes enjoy dedicated library time, giving pupils the opportunity to share stories with their class teacher, explore new books, or simply relax with a good read. This regular access helps foster a love of reading and supports children in developing confidence, curiosity and enjoyment in the world of books.
Religious Education
Right to Withdraw from Religious Education (RE)
In line with statutory requirements, Religious Education (RE) is taught to all pupils as part of the school curriculum. However, parents and carers have the legal right to withdraw their child from all or part of RE, if they wish.
If you are considering withdrawal, we encourage you to contact the school to discuss your request. This helps us ensure we understand your wishes, explain how RE is taught in our school, and make suitable arrangements for your child.
We fully respect and support the rights of parents and carers in this matter, as set out in the Education Act 1996 and School Standards and Framework Act 1998.
Science
Writing
We use The Write Stuff as our whole‑school approach to writing, providing a consistent framework from the Early Years through to the end of Key Stage 2. This ensures all pupils develop strong composition skills, rich vocabulary and secure foundational writing knowledge within a clear, structured progression.
In the Early Years, we lay the foundations for writing through rich oral language, storytelling, high‑quality texts and structured opportunities to rehearse sentence structures through talk. Approaches such as ‘Grandma Fantastic’ are used to build vocabulary, alongside a strong emphasis on songs and rhyme to develop linguistic patterns.
As pupils progress through KS1 and KS2, The Write Stuff provides a clearly sequenced framework that explicitly teaches grammar, vocabulary, sentence construction and composition through modelling, shared writing and guided practice. Units are underpinned by carefully chosen, high‑quality texts that immerse pupils in rich and ambitious language and narrative structures, helping them understand how authors craft effective writing. Pupils develop stamina and independence through the programme’s structured cycle of experience days, sentence stacking lessons and extended writing opportunities.
We develop transcriptional competency from Reception. Handwriting is taught explicitly and systematically to ensure automaticity, following the Kinetic Letters program of study. Our spelling provision is deliberately structured and carefully sequenced through the Little Wandle programme providing phonics-based spelling. Building on this strong foundation, Key Stage 2 pupils follow Ed Shed’s Spelling Shed, which provides a coherent, progressive sequence of learning. Spelling is taught systematically using statutory spelling rules and patterns, integrating phonics, morphology and etymology. It ensures continuity and progression across the school. We also use dictation to develop pupils’ transcription skills, reinforce spelling and grammar knowledge, and ensure children accurately apply previously taught learning. This approach supports pupils in building the knowledge, vocabulary and confidence needed to become independent, effective writers.