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The Mathematics curriculum aims to be:

  • a curriculum that is ambitious for all pupils
  • a curriculum that is coherently planned and sequenced
  • a curriculum that is successfully adapted, designed and developed for pupils with special educational needs and/or disabilities
  • a curriculum that is broad and balanced for all pupils.

Our curriculum aims to empower students to develop and apply problem solving skills focusing predominantly on the powerful and overarching mathematical components: proportional reasoning, geometrical reasoning and graphical representations.

Our aim is to encourage students to develop mathematical behaviour and as such our curriculum encourages students to develop deeper understanding to make links across curriculum areas and foster a mastery approach.

In order to help us achieve "mastery" for all, we spend far longer teaching key topics, such as place value, fractions and ratio and proportion in year 7 & 8. Prior knowledge will be ascertained, through the use of baseline testing, to ensure pupils are consistently building upon their current understanding. Throughout both key stages differentiation will be through depth and enrichment activities rather than moving onto new materials.

In years 7 & 8 children are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols. Mathematical concepts are explored in a variety of representations and problem-solving contexts to give pupils a richer and deeper learning experience. We use manipulatives (apparatus such as Dienes blocks, multilink cubes and bead strings) in maths lessons to help support students in their conceptual understanding. You will see pictorial representations in students' books that support students in conceptual understanding and help them to transition into more formal algorithms.  We encourage students to discuss their reasoning in lessons, through talk tasks, as this can help them to formulate their answers and enable them to articulate themselves using tier 2 and 3 vocabulary.

The entire curriculum for years 7-11 are designed with interleaving as a key element.  For example Year 7 starts with developing algebraic thinking and further development of algebraic skills is then woven throughout the year so students reinforce and extend their knowledge an understanding.

We firmly believe that students who are successful with number are much more confident mathematicians, so we have continued to emphasise number throughout year 7 and 8.  We also recognise that arithmetic skills can be a barrier to some students accessing other areas of the curriculum so the teaching of calculator skills is embedded across the curriculum.  This is started in the first algebra block in year 7 as students do not use calculators at KS2.  As well as developing their calculator skills, this is to encourage the students to understand the processes of solving equations using inverse operations rather than 'spotting' answers.

We believe that a child's ability is not fixed or innate, but can be developed through practice, support, dedication and hard work. We encourage a love of learning and resilience and believe that with this everyone can achieve.

Curriculum Overview Planning - click here to view page 1     page 2

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