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Curriculum Intent

At Bradford Girls’ Grammar School, we believe that it is our duty to inspire young people to see the true beauty of Mathematics by bringing Maths alive, making it interesting, developing deeper understanding and broaden their knowledge of mathematical concepts for an ever more technical future. These core beliefs and ideals should be modelled in our practice, which promotes the value and enjoyment of the study of Mathematics to students, parents/guardians, and colleagues.  

We aim to provide a broad and balanced educational experience that meets the needs of the pupils, preparing them to be well-educated 21st century citizens. Our curriculum is carefully sequenced and follows a mastery format all the way from EYFS up until the end of KS4; taking smaller steps in learning but at a deeper level. This helps pupils form secure understanding before developing that topic area later in a unit or in the following year of study. Throughout the programme of study there is a strong emphasis upon pupils being able to justify their reasoning of when and why methods work. Lessons include frequent retrieval practice exercises where pupils are asked to recall prior learning; research shows that this act of regular retrieval helps prevent pupils forgetting previous learning. 

Maths – Curriculum Intent, Implementation and Impact 

Curriculum Map - Maths

Finding End of Unit Past Papers (Y7-10) on White Rose Maths

Learning Objectives

Year 7

Year 8

Year 9

Golden Threads - Knowledge


Using the White Rose Maths Scheme from KS1 through to KS4 enables the department to build a culture of deep understanding, confidence and competence in maths – a culture that produces strong, secure learning and real progress for all pupils.

A mastery approach is achieved through the constant reinforcement of learning using different representations to aid understanding:  concrete, pictorial and abstract.

In order to embed prior knowledge into pupils’ long-term memory, the department consistently uses the following techniques:

  • “Flashback 4” at the beginning of lessons;
  • Knowledge organisers to help students learning and as a quick overview of the topic for revision purposes,
  • Links to real-life situations, previous experiences and cross-curricular connections.

Golden Threads - Diversity


Teachers ensure that resources reference a wide range of different scenarios, reflecting the diverse nature of society. As a result, pupils can “see themselves” in the curriculum and feel more connected to the subject matter.

A departmental display feature mathematical role models of different genders and ethnic backgrounds.

Career presentations are provided every half term, linking to topics taught and pupils’ own aspirations/ ambitions.

Golden Threads - Cultural Capital

Through the curriculum and additional opportunities, Mathematics provides the accumulation of knowledge, behaviours, and skills that a student can draw upon through life:

  • Real life application of abstract mathematical concepts
  • The opportunity to enter the UK maths challenges and the University of Leeds challenge.
  • Number day. An annual event that challenges pupils’ thinking across the through school.

Golden Threads - Vocabulary


The way students speak and write about mathematics has been shown to have an impact on their success in mathematics (Morgan, 1995; Gergen, 1995).  

A carefully sequenced, structured approach to introducing and reinforcing mathematical vocabulary throughout maths lessons is taken, so all pupils, from the earliest point in their learning, can work with word problems.  

Every Maths lesson provides opportunities for students to develop mathematical language.

As they progress through the school, pupils revisit mathematical language from previous years, clarify their understanding and explore concepts in greater depth.  

Every Maths classroom has a curriculum wall showing key vocabulary being used.

Teacher discussion and use of modelling and questioning support pupils to explore meanings of new vocabulary in addition to mathematical content.

Pupils read aloud when appropriate.

Knowledge organisers help pupils to remember key vocabulary and the context in which it has been taught. Flashback 4 starter activities in the senior phase always include a vocabulary check.