Mathematics
Statement of Curriculum Intent for Maths
The Maths curriculum at BCF aligns with the National Curriculum and supports our vision to provide challenge for all children and develop their sense of community, foster their curiosity and encourage creativity.
We want our children to:
- Enjoy maths – not be afraid to make mistakes, and to learn from them
- Become fluent in key mathematical facts and strategies
- Reason mathematically – asking questions, spotting patterns, and developing justifications with proof
- Solve problems by applying their mathematical understanding in different contexts
- Use the vocabulary needed to respond to and explain their mathematical understanding
- Make links in their mathematical knowledge and skills
- Be challenged with rich and increasingly sophisticated problems.
The structure of our curriculum enables the children to build on their mathematical learning from previous units and previous years, and deepen their understanding through finding alternative strategies or solutions.
Provision of this curriculum aims to increase children's understanding behind the processes and strategies, through use of resources, modelling and pictorial representations. To facilitate this learning, the maths curriculum is delivered through a variety of practical activities, investigations, games and oral discussion.
In order to embed and deepen their learning, children are asked to present their understanding in different ways, explain clearly, and apply in a range of contexts. Children are encouraged to persevere, learning through their mistakes and building resilience.
Curriculum Implementation
At BCF, our curriculum has been developed to be inclusive of all learners; lessons are planned and delivered in order to allow children to reach their full potential.
In the Early Years, our young mathematicians will be provided with many exciting opportunities, through planned purposeful play and a mix of adult-led and child-initiated activities, to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.
Throughout Key Stages 1 and 2, we follow the White Rose Mathematics Scheme of Learning and supplement this with resources from NCETM Mastery Documents to teach a broad and challenging curriculum. We have a mastery-based approach; encouraging a deepened understanding of the concepts taught. Our teaching follows a CPA (concrete, pictorial, abstract) approach to ensure all learners can access the learning.
Our mathematics curriculum provides many opportunities for children to develop confidence, fluency to enable children to gain a deeper conceptual understanding before being challenged through tasks and questions to explain their reasoning and solve a range of problems.
MBS Calculation Policy GJS Calculation Policy
Doodlemaths
As a school, we are very keen for children to get as engaged as they can with their own Maths learning. In order to do this, every child has access to DoodleMaths, which is:
- Aligned to the primary maths curriculum – created by teachers to focus on the fundamentals of maths
- Provides personalised learning – when each child logs in, the work is targeted uniquely for them in order to best progress their learning
- Breaks down barriers – every child can achieve
- Makes maths fun!
Thank you to everyone who came along to our recent Doodlemaths information session, we hope you found them both informative and enjoyable. For those who were unable to attend please use the Doodle Maths presentation found below to find out more. If you have any queries please feel free to discuss with your child's class teacher who will be more than happy to answer any questions. We look forward to catching your children Doodling!
Curriculum Impact
Children at BCF speak about maths with confidence and enthusiasm. They are able to make links within their learning and to the real world and show an understanding of why we learn things. The children are increasingly confident with reasoning and explaining mathematical concepts. This is evident within their lessons and in the work completed.
The children are independent in their use of resources to support their learning. They are able to use their knowledge and skills in order to approach increasingly challenging concepts and apply their prior knowledge to new concepts. Staff plan lessons that allow children to practise fluency, problem solving and reasoning at all levels.