Maths – Number

Subject Key Objective Progression & Development by Year Groups

The following is a guide to help you understand your child’s progression through school.

All lessons are differentiated. This means teachers plan activities that enable the objective to be learned by all children including those who will find the objective challenging, those children who with hard work will secure good progress and those children who can tackle extra stretch and challenge in this subject.

Intent, Implementation and Impact

The curriculum is designed with our pupils and the Swinemoor community in mind.

It enables children to access and enhance their understanding of their home, their town and the wider community, developing their cultural capital and giving them opportunities and choices about their future and their impact as they progress through their school career and beyond.

This will help them become successful members of modern British society, preparing them for the challenges and opportunities.

  • Intent

Maths Number – Addition & Subtraction

  • Curriculum lead: Ms. Stanley
  • Curriculum Statements

EYFS: “Automatically recall number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.”

KS1: “Solve problems with addition and subtraction problems; recall addition and subtraction facts to 20; recall related facts to 100.”

KS2: “Solve addition and subtraction multi-step problems, in contexts, deciding which operations and methods to use and why.”

  • Related Vocabulary

EYFS:
More (T1)
Less (T1)
Double (T2)

KS1:
Subtract (T2)
Add (T1)
Place Value (T2)

KS2:
Operation (T2)
Inverse (T2)
Intervals (T3)

  • Cultural Capital

When teaching maths for mastery, the whole class moves through topics at broadly the same pace. Each topic is studied in depth and the teacher does not move to the next stage until all children demonstrate that they have a secure understanding of mathematical concepts.

Students are given time to think deeply about the maths and really understand concepts at a relational level rather than as a set of rules or procedures. This slower pace leads to greater progress because it ensures that students are secure in their understanding and teachers don’t need to revisit topics once they’ve been covered in depth.

Teaching maths for mastery is different because it offers all pupils access to the full maths curriculum. This inclusive approach, and its emphasis on promoting multiple methods of solving a problem, builds self-confidence and resilience in pupils.

Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation.
Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on. More able children are encouraged to develop deeper thinking and reasoning skills through problem solving activities.

Through our approach to mathematics, children are encouraged to problem solve and apply their understanding to real life situations.

Taking risks, and explaining understanding is integral to the whole class discussion of mathematics within every lesson.

Children understand that they must listen and learn from each other, as well as working together to achieve more. The history of mathematics is explored which demonstrates the universal nature of the subject and the notion that different cultures have, at different times, been at the forefront of development in the subject.

Pupils will learn about famous mathematicians and the impact they had on their own Mathematics learning today.

  • School aims

  • Achieve beyond expectations
  • Be proud of our community, our school, our achievements and our peers
  • Compete, with the belief that we have every chance of success
  • Develop a culture where we take appropriate risk
  • Enable people to work together, in order to achieve more than we could on our own
  • British Values

  • Democracy

  • Rule of law

  • Individual liberty

  • Mutual respect

  • Tolerance of different faiths & beliefs

  • Implementation

What will be made, produced, performed, or published?

In each mathematics lesson, children will collaborate to solve problems together as well as independently, before presenting their understanding to the class in a variety of ways including discussion and representations.

Children will produce pieces of work to record and demonstrate their understanding in their own words, using appropriate vocabulary and representations.

  • Sequencing

  • EYFS: Automatically recall number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
  • Year 1: Add and subtract one-digit and two-digit numbers to 20, including zero.
  • Year 2: Recall and use addition and subtraction facts to 20 fluently and derive and use related facts up to 100.
  • Year 3: Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.
  • Year 4: Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction.
  • Year 5: Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction).
  • Year 6: Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
  • Mastery: Perform mental calculations; use their knowledge of the order of operations to carry out calculations involving the

    four operations

  • Impact

What knowledge will the children have embedded?

All children will have a secure understanding of addition and subtraction at the appropriate age level.

They will be able to apply their understanding to solve problems, reflect on their understanding and explore new concepts.

What retention may be demonstrated?

Here are some example questions that may be used to assess children’s understanding.

EYFS: What do you need to add to 2, to get to 5?” “Can you find two numbers which equal 10?” “What is double 3?

KS1: If you start on this number… how many would you count on to get to 20?” If 3 +7=10, what is 30+70?”

KS2: “How would you solve 345 + 232, with a written method?” “If a stadium holds 6000, but only 3780 tickets have been sold, how many empty seats are there?”

Maths – Number – Primary Curriculum


Maths Number – Foundation stage:

Recites numbers in order to 10. Uses some number names accurately in play.


Maths Number – Year 1:

Reads and writes numbers up to 100; counts to and across 100 forwards and backwards.


Maths Number – 
Year 2:

Reads and writes numbers past 100 and also counts in 2’s, 3’s and 5’s.


Maths Number – 
Year 3:

Reads & writes numbers up to 1000; counts in multiples of 4, 8, 50 & 100.


Maths Number – 
Year 4:

Reads and writes numbers past 1000; counts in multiples of 6, 7, 9, 25 and 1000.


Maths Number – 
Year 5:

Reads and writes numbers to 1,000,000; counts forwards and backwards including negative numbers.


Maths Number – 
Year 6:

Reads, writes and compares numbers to 10,000,000; counts in all common multiples.


Maths Number – Mastery:

Reads, writes and compares numbers to 10,000,000; counts in more complex multiples.

This collection of short films and resources will help you understand your child’s progression through school.

The curriculum film resource has been broken down by subject area initially and then by topic area.

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