The Power Maths scheme is written so that careful sequencing of content, instruction and rehearsal shows pupils new and consistent patterns of useful information. These then form the basis of further concepts, rules and principles that pupils store in their long-term memory. In addition, children complete daily maths practice exercises which help them to master number as well as completed targeted spaced learning questions. During the early years of Power Maths, there is a deliberate focus on foundational knowledge, particularly proficiency in number as this gives pupils the ability to progress through the curriculum at increasing rates later on. Therefore, the curriculum is designed to focus on depth over breadth, covering fewer topics but in more detail.

Power Maths Structure

Power Up (Prior Learning)

Children have a task from previous lesson to ensure this is consolidated throughout the delivery of the curriculum.

Discover (Acquire new knowledge) 

Children to 'explore' the new learning through discussions and using manipulatives. The children then 'journal' their understanding through reflections, written calculations / methods and reasoning.

Share (Acquire new knowledge)

Teacher to share answers to new learning by modelling and using the textbook. Children reflect whether their understanding and journaling has been successful.

Think Together

Shared practice between teacher and children to further develop / embed the new learning in preparation for the independent work.

Practice (Independent)

Children work through the tasks set by the teacher on their own (support is given as and when needed). Tasks are based on the new learning from that day. 

Reflect and Challenge 

Children are given a question to reflect upon, which is a reasoning based task, to explain and reason based on the lesson and a further challenge to extend their knowledge or consolidate previous knowledge.