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Mathematics at BSJ Primary follows an enhanced curriculum based upon the National Curriculum for England. In Kindergarten, the foundations for Mathematics are set as a core aspect of the UK Early Years Foundation Stage Curriculum. From Year 1 to Year 6, we follow the BSJ Primary Curriculum which is based upon an enhanced English National Curriculum linked to mastery in Mathematics and best practice from around the world.  Mathematics is split into 5 areas and 15 strands that have objectives for each that move through progressive stages from Kindergarten to beyond Year 6.  Key performance indicators allow teachers to assess children to know where they are in regard to their Age Related Expectations (AREs).

The 5 areas are:

  1. Number (6 strands - Number and Place Value / Addition and Subtraction / Multiplication and Division / Fractions / Decimals and Percentages / Algebra)

  2. Measures (3 strands - Physical Measures (length, capacity, etc.) / Time / Money)

  3. Geometry (3 strands - 2D and 3D Shape and properties / Spatial and Positional Geometry / Ratio and Proportion)

  4. Statistics (1 strand - Data handling and interpretation)

  5. Reasoning and Mastery (2 strands - Calculation Strategies / Language, patterns and connections)

The areas are taught throughout a year (note - some strands are not taught in all year groups, e.g., Algebra does not begin until Year 5). Mathematical areas are revisited several times within a year to allow consolidation and further progress.


At BSJ we believe that children should show that they have mastered a strand or area before they move on to higher level objectives. This philosophy underpins all mathematics at BSJ. 

For a student to show they are mastering an area, we use the 5 aspects of Mastery given below:

  1. Fast, efficient fluency in procedures and with basic facts (e.g., know times tables quickly or conversions between measures 1m=100cm, or how to do mental or written methods for calculations)

  2. Reasoning to solve problems (e.g., choosing the correct methods or how to approach a problem such as by using ‘trial and error’, algebra or linking tables knowledge to solve larger problems)

  3. Explaining/showing ‘how’ to solve problems (i.e., make their reasoning and methods clear to others and themselves to deepen their understanding, create examples, ‘show’ in a variety of ways)

  4. Understanding and ‘speaking’ mathematically (i.e., to use the correct mathematical language, knowing its specific meaning, to support explanation and reasoning; this is key for EAL learners)

  5. Investigating patterns and links that aid problem solving (e.g., multiplying by 4 is doubling then doubling again, multiples of even numbers must be even. Investigations and open ended questions are used to help support this)