In partnership with our strong Christian foundations and high-quality teaching and learning practice, Maths at Bradford Forster Academy encourages students to become:

•  Ambitious for themselves.
• Academically successful
• Inquisitive and reflective learners
• Active and effective participants.

• Confident communicators
• Emotionally resilient
• Inspiring to others
• Culturally and socially aware.

Maths is sequenced to allow students to build their knowledge and skills over time by:

• Ensuring skills are carefully ordered at KS3, that build on KS2 learning. Connections are made across mathematical ideas to develop fluency, mathematical reasoning, and competence in solving increasingly sophisticated problems. The teaching for sound knowledge of key concepts then enables students to access the Key Stage 4 Scheme of Work. Students revisit concepts in other areas of the curriculum, making sure that topics are covered so pupils experience variety as well as consolidation.
• All learners at KS4 will have access to the GCSE maths course where students will follow the foundation, crossover, or higher pathway.  We also offer the AQA entry level certificate qualification. The curriculum is differentiated for students of different mathematical abilities, ensuring that all students make excellent progress from their own starting points and encapsulating the BFA vision; ‘Everything is possible for one who believes’ (Mark 9:23).
• Developing students that are fluent in the fundamentals of mathematics, through varied and frequent practice with increasing levels of complexity over time. Students gain a deeper conceptual understanding of mathematics, using pictorial and concrete methods of teaching, before moving onto more abstract methods. This procedural fluency enables students to recall facts and apply knowledge to solve a range of mathematical problems.
• Ensuring all topics that have been previously taught are revisited through spaced practice to aid retrieval using ‘do now’ activities, homework, and interleaving topics to increase retention of learning and to free up working memory.
• Breaking down concepts into small connected and structured steps, where students can link areas of maths together enabling them to apply their skills and knowledge to a range of contexts.
• Providing students with individualised feedback following assessments, that allows them to make further progress and address any misconceptions.

Maths provides students with opportunities for them to develop the habits and skills needed to succeed in life during and after BFA by:

• Developing students’ communication skills to reason, justify, and articulate their thoughts, ideas, and conjectures in a mathematically accurate way through the teaching of mathematical vocabulary
• Developing pupils to become ambitious for themselves, through the use of stretch and challenge activities where students are encouraged to extend their thinking further to more complex contexts where appropriate
• Developing students, so that they are fluent in the fundamentals of mathematics to become numerate and have an appreciation of mathematics in real life contexts, so that they are able to solve real life mathematical problems by applying mathematics
• Making links to other subjects and real-life scenarios so pupils have some understanding of where the skills they have developed are used in society and other areas of specialism
• Developing cultural capital to prepare pupils for future successes by extending their knowledge in topics such as finances, debt, and recipes and giving students maximum opportunities to achieve, whatever their starting point
• Ensuring all lessons include opportunities for independent practice to develop students’ resilience and independence.  By developing these characteristics, we aim for increased levels of confidence and independence, so that they contribute positively to the life of the school, their local community, and the wider environment.