This article will take you through the Mastery Curriculum. This is a fantastic tool for exploring the underlying structure of the system and all of the support materials and resources that are available.

You can access the curriculum at any time from the menu.
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The Curriculum is a good way to see the underlying structure of the Complete Mathematics system.

We have organised the mathematics that needs to be taught into a learning journey, from early number to calculus. This journey is broken down into 16 stages from stage 0 through to stage 15 (as most pupils will have about 16 years to learn the concepts) each with key units that need to be covered. For example you can find the unit: "Compare and Combine" in the first stage of the journey, and the unit: "Discreate Mathematics" in the last stage.

The Complete Maths curriculum is agnostic to any specific curriculum and it covers all the compulsory content for English, Scottish and Welsh curriculums.

However, for those teaching in England, the units themselves are cross-referenced with statements taken directly from the National Curriculum. This means you can be assured that every mathematical concept that needs to be taught is covered and it is easy to match against any existing scheme of work you may be teaching.

This is a simplified diagram of the Complete Mathematics journey. In the system the units are not necessarily the same size just as mathematical concepts do not necessarily take the same amount of time to teach.

This is a simplified diagram of a unit. The number of National Curriculum Statements covered by a unit varies from unit to unit.

Each unit is then further broken down in to scaffolded objectives. By doing this we have in effect taken the national curriculum and provided over 1400 objectives, that if accomplished by a student by the end of year 11 you would expect them to get a 9 in their GCSE.

This is a simplified diagram of a national curriculum statement. The number of objectives in a statement vary depending on the concept covered. The objectives provide a scaffolding for covering the statement in class

The objectives contain support materials, like example questions and pedagogical notes, along with resources designed to help meet the objective. So a unit is broken down in to objectives which need to be covered, each with the resources to do so.

This framework underpins the entire Complete Mathematics system. Schemes of work are built with it, tests are created using it and all of the support materials and resources are hung off of it.

To access the curriculum all you have to do is click Curriculum in the menu

Once you have the curriculum open there are a few ways to navigate it. At the top of the window you will see a list type and view mode.

If your view type is set to list you can see 4 tabs.

A Group is a collection of ideas that can span multiple Strands. Groups can span a wide range of Stages, e.g. Stage 3 to Stage 15. As such, Groups are quite a "high-level" view of the curriculum.
Groups can be a useful way of viewing long-term progression in the curriculum as, for example, much of the early work in the Number Strand eventually generalises to Algebra.

You also now have the option to look at the curriculum in List or Map view.
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There are a number of labels attached to the units in the curriculum, and statements and objectives are also colour-coded according to these labels.

The MathsAge indicates the MathsAge of the content in the unit. MathsAge is our own age related expectation metric and it can also be found on the assessment side of the system. Find out more about it here.

The time gives a suggested total teaching time for the content in the unit. This is only meant as a guide and when using the content for planning you can dictate how long it will take.

Now you are up to speed with how the curriculum works and the information it displays, we can begin to look through and find content we might be interested in. Let's say that a particular unit, "7.1 Place Value" has piqued our interest. To see what statements are included, just click on the unit.

The objectives within the unit are grouped under the English National Curriculum statements that they link to. They can be seen by clicking on the statement to open it, to hide these objectives, click on the statement title again.

To view the detailed support materials and resources for an objective, click on the objective, which will open up the full detail on that objective.

At the left hand side of the page are various tabs to help you quickly find the information you are looking for.

The overview includes a description of the objective. which gives you a summary of what is covered and what pupils should know by the time it is completed. The context of the objective is also shown so that you can see where it fits in with the curriculum as a whole.

You can click on the various titles to view the different areas of support materials.

The prerequisites & dependents shows the prerequisite objectives - those that the pupils should be comfortable with before you attempt to teach this objective and the dependent objectives - those that require on pupils understanding of this objective. You can click on these objectives to view their content. To return to your original objective just use the 'back' button on your browser.

This section contains notes on approaches the teacher might take when teaching this concept, as well as summaries and links to relevant research. The notes are brimming with helpful suggestions and tips on how to ensure your pupils are successful in understanding the concepts of the objective. These notes come from years of teaching experience and we're sure you have plenty of idea yourself to share so we would love your suggestions for additions and alterations.

Listed are some common misconceptions pupils have with the content covered in this objective, so that you can be prepared to mitigate against these in your lesson. These support materials are written by teachers with years of experience who have encountered these misconceptions through the years, however, if you come across an objective where you feel a misconception has been missed, please feel free to contact us and we will add it.

These are designed to give you an idea of the sort of questions you might expect on the content covered for this objective. There are 3 types of question: 'typical', 'probing' and 'hard'.

'Typical' questions are the minimum you would expect a pupil to answer to achieve the objective.

'Probing' questions can be used to improve understanding and apply the knowledge from this objective in different ways.

Finally 'hard' questions start to move towards concepts covered in similar objectives further on in the learning journey.

A summarised list of the key concepts that need to be mastered for the objective to be achieved. This list is designed for the benefit of the teacher to enable a quick recap of what needs to be covered, and can be used as the learning objectives for the lesson.

'I Cans' form a pupil equivalent for the key learning points covered earlier, and can be used as success criteria for the lesson. Pupils should be able to do everything listed before moving on.

A convenient list of key mathematical vocabulary that is related to this objective completed with definitions and diagrammatical examples where appropriate.

This section looks at the specific technical details behind a mathematical idea – the building blocks of the idea itself – are critically important to understand and communicate precisely if pupils are able to make connections across the universe of mathematics as they grow and learn more.

In this area you will find well established models, tried and tested over many years, such as the use of Cuisenaire rods, double number lines, algebra tiles, Dienes blocks, geoboards and many more are central to the subject specific pedagogical knowledge for everyone teaching mathematics.

This section contains all of the resources added and shared by users for use in achieving the objective. The resources come with teacher notes and pupil notes, the former explains the purpose and use of the resource to the teachers and the latter give instructions to pupils so they can use the resource independently if needed. You can also add your own resources for this objective.
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Any questions on the Mastery Curriculum? We can help!

You can get in contact with our Customer Success Team via email at:

support@completemaths.com