Maths – Shape

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 – Geometry – Shape

  • Curriculum lead: Ms. Stanley
  • Curriculum Statements

EYFS: “Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.”

KS1: “Identify and describe the properties of 2D and 3D shapes; including symmetry in a vertical line.”

KS2: “Draws 2D shapes using given measurements; recognises; describes and builds 3D shapes.”

  • Related Vocabulary

EYFS:
Edge (T1)
Square (T2)
Circle (T2)

KS1:
2D and 3D Shape (T2)
Vertex(T2)
Symmetry (T2)

KS2:
Angle (T2)
Area (T2)
Perimeter (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: Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • Year 1: Recognises and names common 2D shapes and common 3D shapes.
  • Year 2: Identifies and describes some properties of 2D and 3D shapes.
  • Year 3: Draws 2D shapes; makes 3D shapes using modelling materials.
  • Year 4: Compares and groups/sorts shapes according to their properties.
  • Year 5: Uses the nets of shapes to work out their 3D form.
  • Year 6: Draws 2D shapes using given measurements; recognises, describes and builds 3D shapes.
  • Mastery: Calculates areas of 2D shapes; calculates, estimates and compares volumes of shapes.
  • Impact

What knowledge will the children have embedded?

All children will have a secure understanding of 2D and 3D shapes at the appropriate age level.

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

It is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measure.

What retention may be demonstrated?

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

EYFS: Do you know the name of this shape?” “Is this shape a flat shape or a solid shape?

KS1: How do you know this is a square? “How many lines of symmetry does this shape have?

KS2: What 3D shape would be created from this 2D net? “How do you know this?” From these… which 2D shape has the largest area?

Maths – Shape – Primary Curriculum


Maths Shape – Foundation stage:

Plays with shapes or makes arrangements with objects.


Maths Shape – Year 1:
Recognises and names common 2D shapes and common 3D shapes.


Maths Shape – 
Year 2:

Identifies and describes some properties of 2D and 3D shapes.


Maths Shape- 
Year 3:

Draws 2D shapes; makes 3D shapes using modelling materials.


Maths Shape – 
Year 4:

Compares and groups/sorts shapes according to their properties.


Maths Shape – 
Year 5:

Uses the nets of shapes to work out their 3D form.


Maths Shape – 
Year 6:

Draws 2D shapes using given measurements; recognises, describes and builds 3D shapes.


Maths Shape – Mastery:

Calculates areas of 2D shapes; calculates, estimates and compares volumes of shapes.

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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