Who am I (me as an individual): my targets, interests, strengths

Area of Mathematical Learning:

• Baseline
• Number: Place Value, Addition / Subtraction

Learning Outcomes:

Number:

• anticipate or initiate ‘more’
• explore problems involving quantities of objects
• count with numbers, place numbers in order, know which number is more or less than a given number.
• using quantities and objects, add and subtract numbers, count on or back to find the answer.
• solve problems, including doubling, halving and sharing.

Sequential Progression:

• EYFS

My Home

Area of Mathematical Learning:

• Geometry: 2D shape
• Number: Patterns and Connections

Learning Outcomes:

Geometry:

• realise the link between everyday words and objects
• explore contrasting characteristics of objects and shapes
• use everyday language to talk about objects and to solve problems.
• explore the characteristics of everyday objects and shapes and use mathematical language to describe them

Number:

• anticipate pattern continuation
• persist with pattern creation
• recognise, create and describe patterns.

Sequential Progression:

• EYFS

My Community (school, neighbourhood)

Area of Mathematical Learning:

• Geometry: position and direction
• Geometry: spatial reasoning

Learning Outcomes:

Position and direction:

• anticipate object location
• realise the link between gesture or sound and location
• identify the positions of objects and use positional language e.g. ‘under the cloth’ ‘in the box’.
• describe position and direction using quarter, half and whole turns

Spatial reasoning:

• realise how a 3-dimensional object can be moved/used
• recall how to cause an effect with a 3 dimensional object
• remember, recognise and understand how to play with/use objects in a 3 dimensional way

Sequential Progression:

• EYFS, Year 1

What can I do? Exploring personal skills and looking at people who have completed tremendous feats

Area of Mathematical Learning:

• Measure: weight, height

Learning Outcomes:

• explore contrasting objects by size, weight, height
• initiate preference for object due to size, weight or height
• use everyday language to describe size
• compare and describe weight, height LO 3: solve problems for weight, height

Sequential Progression:

• EYFS, Year 1

Measuring progress/What Do I Need? Time – races – competition – recording and looking for improvements

Area of Mathematical Learning:

• Measure: time, length

Learning Outcomes:

• anticipate next step in a sequence
• explore objects of different lengths and anticipate the end
• anticipate when something expected will occur
• compare and describe length
• compare, describe and solve problems for speed
• measure and begin to record sequences and units of time

Sequential Progression:

• Year 1

What Can I Change? Setting goals; Creating plans to improve; Measuring and comparing results for improvement

Area of Mathematical Learning:

• Number: Place Value, Addition & Subtraction, Multiplication & Division, Algebra

Learning Outcomes:

• realise the link between objects or pictures and actions
• explore a range of materials and sort/group or share
• count numbers in different ways e.g. backwards, in 2s, from a given number
• solve one-step problems using objects and pictures
• work with a range of materials and contexts to group and share

Sequential Progression:

• Year 1, Year 2 

I have a voice: Culture; Diversity, Difference, Democracy; Celebration and Performance

Area of Mathematical Learning:

• Measurement: money
• Number: Fractions

Learning Outcomes:

Measurement:

• realise the link between objects or pictures and action (anticipate transaction)
• recognise and know coin and note denominations
• combine coins to make values

Number:

• anticipate and initiate sharing, less, more
• recognise, find and name halves, thirds and quarters (as fractions)

Sequential Progression:

• Year 1, Year 2 

I have great ideas: Problem-solving; Wow – that’s amazing! (technology & inventions)

Area of Mathematical Learning:

• Geometry: 3D shape
• Measure: volume, capacity

Learning Outcomes:

Geometry:

• recognise familiar objects of interest by shape
• identify and describe 2D and 3D shapes

Measure:

• explore capacity and volume through use of a range of vessels and materials
• compare, describe and solve problems for capacity and volume

Sequential Progression:

• Year 1, Year 2 

I’m ready: Taking on new challenges and personal bests; I can teach you…; My ambitions; My plans; Transition

Area of Mathematical Learning:

• Consolidation

Safety First

Area of Mathematical Learning:

• Baseline
• Number: Place Value, Addition & Subtraction, Multiplication & Division, Algebra

Learning Outcomes:

Number:

• solve cognition problems in context
• solve cognition problems without a visual prompt
• estimate and use number facts to solve problems
• solve number problems in context
• perform mental maths

Sequential Progression:

• Year 2, Year 3

My Responsibilities

Area of Mathematical Learning:

• Measure: money, time, temperature

Learning Outcomes:

• explore objects of differing temperature
• realisation temperature has changed
• anticipate that an object will be warm or cold
• estimate and measure temperature
• recognise and use symbols for pounds (£) and pence (p) when giving change
• compare and sequence intervals of time

Sequential Progression:

• Year 2

Healthy Habits

Area of Mathematical Learning:

• Measure: weight
• Number: Proportion, Fractions

Learning Outcomes:

Measure:

• explore a range of objects of different weights
• anticipate how some familiar objects move and react
• estimate, measure, add and subtract mass (kg/g)

Number:

• realise that some objects are similar and some are different
• anticipate what an object of particular shape will do
• initiate breaking an object into parts / putting parts together into a whole
• recognise, find, name and write fractions of a length, shape, set of objects or quantity
• recognise one fraction as the equivalent of another

Sequential Progression:

• Year 2, Year 3

My Community

Area of Mathematical Learning:

• Number: Decimals, Percentages
• Geometry: 2D & 3D shape, volume

Learning Outcomes:

Number:

• recognise and write decimal equivalents
• recognise the % symbol and understand ‘number of parts of 100’

Geometry:

• anticipate which shape will fit into a space
• persist with holding and manipulating objects of differing shapes
• compare and sort common 2D and 3D shapes and everyday objects
• measure the perimeter of 2D shapes
• measure, compare, add and subtract volume (l/ml)

Sequential Progression:

• Year 2, Year 3, Year 4, Year 5

My Country

Area of Mathematical Learning:

• Number: Statistics
• Measure: time, money
• Geometry: Position & Direction

Learning Outcomes:

Number:

• interpret and present data using bar charts, pictograms and tables

Measure:

• anticipate a transaction/exchange
• realise the meaning of, or anticipate, a signal for transition
• add and subtract amounts of money to give change
• tell the time on an analogue clock

Geometry:

• initiate tracking movements between positions
• initiate moving purposefully between positions
• describe movements between positions

Sequential Progression:

• Year 3, Year 4

The World About Me

Area of Mathematical Learning:

• Number: Ratio
• Measure: height, length
• Consolidation & Accreditation

Learning Outcomes:

Number:

• explore objects with different and similar characteristics
• explore objects of differing shapes and sizes
• solve problems involving the relationship between two quantities
• solve shape problems with scale factors

Measure:

• explore and realise that one amount is more than another
• persist with developing vocabulary of comparison e.g. big/small
• convert between differet units of measure
• use approximate equivalences between metric and imperial

Sequential Progression:

• Year 5, Year 6

Investigating Employability

Area of Mathematical Learning:

• Number: Place Value, Addition & Subtraction, Multiplication & Division, Algebra

Learning Outcomes:

Number:

• initiating solving cause and effect problems
• initiate solving sequencing and comparison problems
• anticipate and persist in acquiring more or less (give some away)
• estimate and use inverse operations to check answers
• count with positive and negative numbers
• use rounding up/down

Sequential Progression:

• Year 5 

Investigating Health and Wellbeing Services

Area of Mathematical Learning:

• Number: Statistics, Probability, Rates of Change
• Measure: weight, volume

Learning Outcomes:

Number:

• anticipate that something is likely to happen
• realise that a visual respresentation means a quatity of objects
• realise and anticipate that change has/will occur
• solve comparison, sum and difference problems using information presented in charts, tables and graphs
• interegate the likelihood of something happening and make informed estimates

Measure:

• realise that an item is full LO 2: replace one item with another of similar size or function
• convert between different units of measure
• use approximate equivalences between metric and imperial
• estimate volume e.g. using blocks to build cubes

Sequential Progression:

• Year 4, Year 5

Team Communication

Area of Mathematical Learning:

• Geometry: spatial reasoning, position & direction
• Measure: Perimeter, Area

Learning Outcomes:

Geometry:

• realise that a shape is the same when repositioned
• realise that a shape needs to be reinorientated to use if as desired
• identify, describe and represent the position of a shape when reflected, rotated or translated

Measure:

• explore the edge of a shape or object
• work within a specified area and recognise area boundaries
• calculate and maesure perimeter
• calculate and measure area
• recognise that shapes can have same area but different perimeter and vice versa

Sequential Progression:

• Year 5, Year 6

Planning for Employability

Area of Mathematical Learning:

• Measure: Time, Money

Learning Outcomes:

• anticipate/estimate what will happen next and when
• initiate a transaction by choosing to swap one item to another
• initiate transaction by choosing to swap an item for an action to occur
• indicate that they are ready to go/start
• convert between different units of time
• read a digital clock and convert to analogue time
• estimate cost and totals in pounds and pence

Sequential Progression:

• Year 5, Year 6

Planning for Positive Health and Wellbeing

Area of Mathematical Learning:

• Number: Ratio, proportion

Learning Outcomes:

• explore/compare unequal objects and select the item most beneficial to them
• sort into groups and select the most useful group purposefully
• solve problems involving unequal sharing and grouping (using fractions and multiples)

Sequential Progression:

• Year 6

Leadership Skills

Area of Mathematical Learning:

• Geometry: Shape, Angles & Lines

Learning Outcomes:

• explore shapes and objects and realise that some shapes fit together e.g. stacking
• explore/realise how some objects can be manipulated and changed into different shapes
• recognise angles and degrees as a property of a shape
• identify right, acute and abtuse angles
• identify horizontal, vertical, perpendicular, parallel lines

Sequential Progression:

• Year 3, Year 4

Accessing Employability

Area of Mathematical Learning:

• Number: Place Value, Addition & Subtraction, Multiplication & Division, Algebra

Learning Outcomes:

• anticipate and use recall to respond purposefully to a problem solving scenario
• explore with persistence to check that an object is positioned as intended
• solve missing number problems
• complete mental maths with increasingly large numbers
• perform mental maths with a mixture of calculations

Sequential Progression:

• Year 5, Year 6

Accessing Health and Wellbeing Services

Area of Mathematical Learning:

• Number: Decimals, Percentages, Fractions
• Measure: time, money, weight

Learning Outcomes:

Number:

• distinguish between one object and another as being of more value e.g. consistently choose the better item
• realise that on object is made up of parts and persist in putting them together, taking them apart, sharing them out
• identify and understand the value of each number for percentages, decimals and fractions

Measure:

• realise that an event from the past relates to them e.g. recognise self in a photograph
• realise there has been a change in routine/usual quantity
• understand Roman numerals
• understand the number of days in a leap year
• convert time, weight and money from smaller units to larger units and vice versa

Sequential Progression:

• Year 3, Year 4, Year 5, Year 6

Making a positive contribution to the wider community

Area of Mathematical Learning:

• Consolidation & Accreditation