Why is the Mathematics curriculum as it is?

Bede Academy’s Christian ethos underpins our curriculum in mathematics; we believe that mathematics has been gifted to us so that we may investigate, describe, explain and predict the created universe and phenomena within it. We want all students to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject with a clear understanding of many aspects of it. At Bede Academy, we foster a positive, ‘can do’ attitude and we promote the fact that it is good to do ‘hard things’.

Our long-term aim is to have an ambitious, connected curriculum accessible to all students, throughout their time at the Academy. We believe that all children can achieve in mathematics, and we strive to teach for secure and deep understanding of mathematical concepts through manageable steps.

In the earlier key stages, we aim to deliver a curriculum that breaks down areas of mathematical knowledge and skill development into discrete but related strands that can then be further broken down into concise, clearly defined learning steps. Students will only be able to make secure progress through a new step if they have mastered and retained the knowledge and skills from the previous.

As students progress through the secondary key stages, we intend for them them to become true masters of content, applying and being creative with new and existing knowledge in multiple ways. Learning is intelligently sequenced to promote a thorough understanding of each key concept and then these concepts are revisited and interleaved throughout the schema to aid with knowledge retention and mastery.

We believe that effective teaching and learning of mathematics depends on a person’s mathematical experiences; their ‘mathematical journey’ being seamless. We therefore intend for students to experience, learn and apply consistent models, vocabulary and procedures, whichever class they are in.

Effective use of assessment will enable both student and teacher to identify learning gaps and support will be given to address these systematically. We want mistakes and misconceptions to be appreciated as an essential part of learning and we aim to provide further challenge through rich and sophisticated problems

We want to give all students a strong understanding of the world around them; substantive knowledge is developed to ensure our pupils are equipped for the specific disciplines of mathematics. Key concepts are built on and re-visited in order to ‘make learning stick’. This model allows students to build on prior learning and increases their enthusiasm for topics whilst embedding the knowledge into their long-term memory.

Disciplinary knowledge is integrated into each topic and re-visited and developed throughout the curriculum. All students are encouraged to develop and use a range of skills including fluency, reasoning and problem solving. They are encouraged to become independent learners, appreciating the satisfaction that is experienced from overcoming difficulties and successfully solving a challenging problem.

In order to support the development of the Blyth community, we strive for all students to be financially literate, equipping them with skills which enable them to manage their personal finances and understand data presented in the media, in order to make informed decisions as they play their part in our democracy.

Where possible, links are made to our local context of Blyth, especially the port of Blyth, where we strive to enthuse our students into thinking of careers in the future. Mathematics is a powerful tool in our role of stewardship, particularly in the areas of science, technology, geography and the environment.

Our curriculum in mathematics goes far beyond the National Curriculum, for whilst we want students to achieve the very best examination results possible, character development is just as important to us.

As a department, we seek to engage minds so that all pupils increasingly think independently. We model and regularly refer to our core values of honourable purpose, humility, compassion, integrity, accountability, courage and determination throughout our lessons so that pupils are learning how to develop their character as well as their mathematical knowledge.

Relationships are central to all that we do; our success is dependent on the mutual respect formed between the pupil and the teacher.

Subjects include GCSE Mathematics and A-level Mathematics.

Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
Year 13