Exceptional Education at the Heart of the Community

Exceptional Education at the Heart of the Community

Mathematics Focus

The 2014 National Curriculum for Maths aims to ensure that all children:

  • Become fluent in the fundamentals of mathematics
  • Are able to reason mathematically 
  • Can solve problems by applying their mathematics

At Blakenhale, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

The content and principles underpinning the 2014 Mathematics curriculum and the Maths curriculum at Blakenhale reflect those found in high-performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China. These principles and features characterise this approach and convey how our curriculum is implemented: 

  • Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics.
  • The large majority of children progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. 
  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge. 
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts. 
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up. 

Our Mathematics curriculum is cumulative - each school year begins with a focus on the concepts and skills that have the most connections, which are then applied and connected throughout the school year to consolidate learning. This gives pupils the opportunity to ‘master maths’; by using previous learning throughout the school year, they are able to develop mathematical fluency and conceptual understanding.

Problem solving is at the heart of the mastery approach, so we make sure to dedicate sufficient time to each new concept so every pupil can gain the reasoning they need to

In order to see the value in what they are learning our pupils' experiences should be firmly rooted in their day-to-day life. We want the lessons our children learn to carry with them outside of our classrooms and build the foundations of a passion for learning. In order to help us do this we want our parents parents to be in the know about what their children are learning each week.

Mathematics Overview

Curriculum Outline

The curriculum at Oasis Academy Blakenhale reflects the ethos and values of the academy and the family of Oasis academies nationally and globally.   
We believe that maintaining a broad and balanced curriculum is vital to enable our pupils to be fully prepared for life, further study and the world of work. 
We have resisted the narrowing of the curriculum and as such our pupils are therefore able to experience a variety of subjects.  Our approach is to teach this knowledge and skills-based content through cross-subject learning projects.   

Our philosophy at Blakenhale is to well-equip all of our pupils for the here and now and future unknowns.  We create an environment of challenge through our curriculum and enrichment programmes which forges connectedness, belonging, understanding, respect, and an alignment of our core values, purpose and goals. As the teachers and students themselves identify, being with one another in contexts that not only push them outside of their comfort zones, but which also demand a high level of cooperation, influences the way we see each other, creates a culture of secure risk taking, trust and individual success in a range of subjects.