Overview

A working understanding of maths helps our students understand and interact with the world around them. It is important for performing countless functions in everyday life. Maths works into almost every part of our curriculum and we exploit every opportunity to make cross-curricular links. We support our learners to become as numerate as possible as they move towards adulthood. For some pupils, maths will be an essential part of everyday life and a key skill required in the workplace. For others it will be a means of engagement and continuing a love of learning. Our pupils enjoy mathematics across all of the Pathways; most benefit from hands-on and practical approaches. Learning is sequenced so that key concepts are grasped before new ones are introduced. Constant formative assessment takes place in class, with teachers and support staff capturing evidence of progress or picking up misunderstandings and revisiting topics. Assessment, parent/carer and student feedback tell us that our maths curriculum engages learners. It helps them achieve challenging EHCP outcomes and recognised qualifications. It prepares them for college, adult life and the workplace.

  


Sequencing

Teaching is sequenced and planned to ensure that key concepts are grasped before we move onto other areas. This is essential for all learners, but we recognise that our students require repeated over-learning more than young people without additional learning needs. Some of our students have significant problems with memory – in these cases we offer a wide variety of repeated key content. 

We prioritise the most essential building blocks of maths (eg. concept of number, the four functions) and continue moving through topics that will be most useful in the lives of our pupils. This may include topics such as money, time, shape etc.

We discuss maths with parents and carers in annual reviews to ensure that they understand and agree with our proposed focus for their child’s maths-related outcomes.

We take every opportunity to use and develop maths skills in all parts of the school day and encourage families to do the same outside of school.


Pathways

In the Blue Pathway, students learn in a highly sensory way; often through 1:1 interaction, music and games. We have chosen the topics most relevant  for these students - addition, subtraction, sizes, shapes and directions; these are functions they can comprehend and engage with and ones they may use in their daily lives.

Our Green Pathway develops a little further and is taught in a thematic way with links to topics and related books. This ties in with the whole of the Green curriculum. 

The Yellow Pathway covers a great deal of the mainstream mathematics curriculum – we place a large emphasis on functional maths for day to day living and employment. See below for more detailed information regarding different areas of maths.

Maths Annual Plan

Updated: 05/07/2024 71 KB

Progression

Number

•Notices changes in number of objects/images or sounds of group up to 3

•Develops an awareness of number names through their enjoyment of action rhymes and songs that relate to their experience of numbers

•Has some understanding that things exist, even when out of sight

•Begins to organise and categorise objects

•Says some counting words randomly

•Can select a small number of objects from a group when asked

 


Shape, Space and Measure

  • Recognise big things and small things in meaningful contexts​

  • Gets to know and enjoy daily routines​

  • Attempts, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles​

  • Uses blocks to create their own simple structures and arrangements​

  • Enjoys filling and emptying containers​

  • Associates a sequence of actions with daily routines​

  • Beginning to understand that things might happen ‘now’​

  • Notices simple shapes and patterns in pictures​

  • Beginning to categorise objects according to properties such as shape or size ​

 

Number

  • Recites some number names in sequence​​

  • Creates and experiments with symbols and marks representing ideas of number​​

  • Begins to make comparisons between quantities​​

  • Uses some language of quantities such as ‘more’ or ‘a lot’​​

  • Knows that a group of things changes in quantity when something is added or taken away ​​

  • Uses some number names and number language spontaneously ​​

  • Uses some number names accurately in play​​

  • Recites numbers in order to 10​​

  • Knows that numbers identify how many objects are in a set​​

  • Beginning to represent numbers using fingers, marks on paper or pictures ​​

  • Sometimes matches numeral and quantity correctly​​

  • Shows curiosity about numbers by offering comments or asking questions​

   

  • Compares two groups of objects , saying when they have the same number ​

  • Shows an interest in number problems​

  • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same​

  • Shows an interest in numerals in the environment​

  • Shows an interest in representing numbers​

  • Realises not only objects, but anything can be counted, including steps, claps or jumps​

  • Recognise some numerals of personal significance​

  • Recognise numeral 1-5​

  • Count up to three or four objects by saying one number name for each item​

  • Counts actions or objects which cannot be moved​

  • Counts objects to 10, and beginning to count beyond 10​

  • Counts up to six objects from a  larger group​

  • Selects the correct numeral to represent 1 to 5, then 1 to 10 objects​

  • Counts an irregular arrangement up to 10 objects​

  • Estimates how many objects they can see and checks by counting them ​

  • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects​

  • Finds the total number of items in two groups by counting all of them​

  • Says the number that is one more than a given number​

  • Finds one more or one less from a group of up to five objects, then ten objects​

  • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting​

  • Records, using marks that they can explain and interpret ​

  • Begins to identify own mathematical problems based on own interests and fascinations


Shape, Space and Measure

  • Begins to use the language of size​

  • Understands some talk about immediate past and future – before, later, soon​

  • Anticipates specific time-based events such as mealtimes or home time​

  • Shows and interest in shape and space by playing with shapes or making arrangements with objects​

  • Shows awareness of similarities of shapes in the environment​

  • Uses positional language​

  • Shows interest in shape by sustained construction activity or by talking about shapes or arrangements​

  • Shows interest in shapes in the environment​

  • Uses shapes appropriately for tasks​

  • Beginning to talk about the shapes of everyday objects –round, tall​

  • Beginning to use mathematical names for ‘solid’ 3D shapes ‘flat’ 2D shapes, and mathematical terms to describe shapes​

  • Selects a particular named shape​

  • Can describe the relative positive such as ‘behind’ or ‘next to’

  • Orders two or three items by length or height​

  • Orders two items by weight or capacity​

  • Uses familiar objects and common shapes to create and recreate patterns and build models​

  • Uses everyday language related to time​

  • Beginning to use everyday language related to money​

  • Orders and sequences familiar events​

  • Measures short periods of time in simple ways 

Number

  • Count to and across 100, forwards and backwards, beginning with 0 or 1, from any given number​

  • Count, read and write numbers to 100 in numerals​

  • Count in multiples of twos, fives and tens​

  • Identify and represent numbers using objects and pictorial representations including the number line​

  • Use language of: equal to, more than, less than (fewer), most, least​

  • Given a number, identify one more or less than​

  • Count in steps of 2,3 and 5 from 0, and in tens from ay number, forward and backward​

  • Recognise the place value of each digit in a two-digit number​

  • Identify, represent and estimate numbers using different representations, including the number line​

  • Compare and order numbers from 0 up to 100; use <,> and = signs​

  • Read and write numbers to at least 100 in numerals and in words​

  • Use place value and number facts to solve problems​

  • Can find 1 or 10 more or less than a given number​

  • Round numbers to at least 100 to the nearest 10​

  • Count from 0 in multiples of 4,8, 50 and 100​

  • Find 1, 10 or 100 more of less than a given number​

  • Describe and extend number sequences involving counting or back in different steps​

  • Identify, represent and estimate numbers using different representations, including the number line​

  • Compare and order numbers up to 1000​

  • Round numbers to at least 1000 to nearest 10 or 100​

  • Recognise the place value of each digit in a three-digit number

  • Counting in steps of 6,7,9, 25 and 1000​

  • Count backwards through zero to include negative numbers​

  • Find 0.1, 1, 10, 100 or 100 more or less than a given number​

  • Describe and extend number sequences involving counting on or back in different steps, including sequences with multiplication and division steps​

  • Identify, represent and estimate numbers using different representations, including the number line​

  • Order and compare numbers beyond 1000​

  • Round and number to the nearest 10, 100 or 1000​

  • Recognise the place value of each digit in a four0digit number and can identify the value of each digit to two decimal places​

  • Round decimals (1 D.P) to the nearest whole number


Addition and Subtraction

  • Read write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs​

  • Understand and use the vocabulary involved in addition and subtraction​

  • Add and subtract one-digit and two-digit numbers to 20, including zero (using concrete and pictorial representations​

  • Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9​

  • Represent and use number bonds and related subtraction facts within 20​

  • Add and subtract numbers using concrete objects, pictorial representations, and mentally, including : a two-digit number and ones, a two-digit numbers and tens, two two-digit numbers, adding three-digit numbers​

  • Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems​

  • Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100​

  • Add and subtract numbers mentally, including: a three-digit number and ones, three-digit number and tens, a three-digit number and hundreds​

  • Recall and use addition and subtraction facts for 100 (multiples of 5 and 10)​

  • Understands and uses take away and difference for subtraction, deciding on the most efficient method for the numbers involved, irrespective of context​

  • Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction​

  • Add and subtract mentally combinations of two and three digit numbers and decimals to 1 decimal place​

  • Recall and use addition and subtraction facts for 100 and for multiples of 100 totalling 1000​

  • Add and subtract numbers with up to 4 digits and decimals with one decimal place using the formal written methods of columnar addition and subtraction where possible


Multiplication and Division

  • Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher​

  • Recall and use doubles of all numbers to 10 and corresponding halves​

  • Use mathematical statements for multiplication (using repeated addition) and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) signs​

  • Recall and use multiplication and division facts for the 2,5 and 10 multiplication tables​

  • Solve problems involving multiplication and division (including those with remainders), using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts​

  • Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot​

  • Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables​

  • Writes and calculates mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written method​

  • Derives and uses doubles of all numbers to 100 and corresponding halves​

  • Understands that division is the inverse of multiplication and vice versa​

  • Solve problems, including missing number problems, involving multiplication and division (and interpreting remainders)


Shape, Space and Measure

  • Recognise and name common 2D shapes, including rectangles (including squares), circles and triangles​

  • Recognise and name common 3D shapes, including cuboids ( including cubes), pyramids and spheres​

  • Sort shapes to a given criterion and their own​

  • Recognise and create repeating patterns with objects and shapes​

  • Identify and describe the properties of 2D shapes, including the numbers of sides and line of symmetry in a vertical line​

  • Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces​

  • Identify 2D shapes on the surface of 3D shapes​

  • Compare and sort common 2D and 3D shapes and everyday objects​

  • Order/arrange combinations of mathematical objects in patterns/sequences​

  • Draw 2D shapes and extend their use of properties of shapes using accurate language​

  • Make 3D shapes using modelling materials, recognise 3D shapes in different orientations and describe them ​

  • Use sorting diagrams to compare and sort common 2D and 3D shapes and everyday objects​

  • Recognise angles as a property of shape or a description of a turn​

  • Identify right-angles, recognise that two right angles make a half turn, three make three quarters of a turn and four a complete turn​

  • Identify whether angles are greater than or less than a right angle​

  • Identify horizontal and vertical lines and pairs of perpendicular and parallel lines​

  • Compare and classify geometric shapes, including quadrilaterals and triangles, based in their properties and sizes​

  • Identify lines of symmetry in 2D shapes presented in different orientations​

  • Complete a simple symmetric figure with respect to a specific line of symmetry​

  • Use a variety of sorting diagrams to compare and classify geometric shapes including quadrilaterals and triangles, based in their properties and sizes​

  • Identify horizontal and vertical lines and pairs of perpendicular and parallel lines​

  • Identify acute and obtuse angles and compare and order angles up to two right angles by size

  • Compare, describe and solve problems for​:

  • Lengths and heights (long/short, longer/shorter, tall/short)​

  • Mass/weight (heavy/light, heavier than, lighter than)​

  • Capacity and volume (full/empty, more than, less than, half full​

  • Time (quicker, slower, earlier, later)​

  • Order three or more objects where there is a significant difference​

  • Measure and record lengths and heights, using non-standard and then manageable standard units (m and cam) with children’s range of counting competence​

  • Recognise and know the value of different denominations of coins and notes​

  • Sequence events in chronological order​

  • Recognise and use language relating to dates​

  • Tell the time to the hour and half past the hour and draw hands on clock faces to show these times​

  • Choose and use appropriate standard units to estimate and measure ​

  • Recognise and use symbols for pounds and pence; combine amounts to make a particular value, find different combinations of coins that equal the same amount of money, give change​

  • Compare and sequence intervals of time

  • Tell and write time to five minutes, including quarter past/to the hour and draw hands on clock​ 

  • Know the number of minutes in an hour and the number of hours in a day​

  • Compares and orders lengths, mass, volume/capacity and records the results using <,> and =​

  • Compare and sequence intervals of time​

  • Know the number of minutes in an hour and the number of hours in a day​

  • Tell and write time to five minutes, including quarter past/to the hour and draw hands on clock​

  • Compares, adds and subtracts lengths, mass, volume/capacity​

  • Continues to estimate and measure temperature to the nearest degree using thermometers ​

  • Understand perimeter is a measure of distance around the boundary of a shape​

  • Measure the perimeter of 2D shapes​

  • Tell and write the time from an analogue clock, including Roman numerals from I to XII and 12-hour and 24-hour clock​

  • Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms  of seconds, minutes and hours​

  • Use vocabulary such as o’clock, am/pm, morning, afternoon, noon and midnight​

  • Know the number of seconds in a minute and the number of days in each month, year and leap year​

  • Estimate, compare and calculate different measures, including money in pounds and pence​

  • Order temperatures including those below 0 ​

  • Measure and calculate the perimeter of a rectilinear figure (including squares) in cm and m​

  • Knows area is a measure of surface within a given boundary​

  • Finds the area of rectilinear shapes by counting squares​

  • Convert between different units of measure ​

  • Read, write and convert between analogue and digital 12-hour and 24-hour clocks

  • Compare and classify geometric shapes, including quadrilaterals and triangles, based in their properties and sizes​

  • Identify lines of symmetry in 2D shapes presented in different orientations​

  • Complete a simple symmetric figure with respect to a specific line of symmetry​

  • Use a variety of sorting diagrams to compare and classify geometric shapes including quadrilaterals and triangles, based in their properties and sizes​

  • Identify horizontal and vertical lines and pairs of perpendicular and parallel lines​

  • Identify acute and obtuse angles and compare and order angles up to two right angles by size​

  • Use mathematical vocabulary to describe position, direction and movement​

  • Distinguish between straight and turning movements including left and right, clockwise and ant-clockwise and use these to give directions​

  • Understand the link between rotation and turns in terms of right angles for quarter, half and three-quarter turns )clockwise and anti-clockwise​

  • Describes positions on a square grid with letters and numbers​

  • Describe positions on a 2D grid as co-ordinates in the first quadrant​

  • Plot specified points and draw sides to complete a given polygon​

  • Describe movements between positions as translations of a given unit to the left/right and up/down

Fractions

  • Understand that a fraction can describe a part of a whole

  • Recognise, find and name a half/ quarter as one of two/four equal parts of an object, shape or quantity

  • Understand that a fraction can describe part of a set

  • Recognise, find, name and write fractions 1/3, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity


Statistics

  • Interpret and construct simple pictograms, tally charts, block diagrams and simple tables

  • Sort objects, numbers and shapes to a given criterion and their own

  • Present and interpret data in block diagrams using practical equipment and ask and answer questions about the data

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

  • Sort objects and classifies using more than one criterion

  • Understands vocabulary relating to statistics and can communicate their findings, using simple pictograms, tally charts, block diagrams and simple tables

  • Ask and answer questions about totalling and comparing categorical data

  • Use Venn and Carroll diagrams to sort and classify information

  • Extract and interpret information represented in simple tables and lists

  • Construct and interpret bar charts and pictograms where the symbol/interval represents a group of units

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  • Understand the larger the denominator is, the more pieces it is split into and therefore the smaller each part will be

  • Recognise and show using diagrams, equivalent fractions with mall denominators

  • Recognise that tenths arise from dividing objects into 10 equal parts and dividing one-digit numbers or quantities by 10

  • Count up and down in tenths

  • Read and write numbers with one decimal place and compare and order numbers to one decimal place

  • Recognise that hundredths arise when dividing an object by one hundred and dividing tenths by 10

  • Count up and down in hundredths

  • Read and write numbers with up to two decimal places and order and compare numbers with the same numbers of decimal places up to two decimal places

  • Recognises, finds and writes fractions of a discrete set of objects including those with a range of numerators and denominators

  • Recognises and shows, using diagrams, families of common equivalent fractions

  • Recognises and writes decimal equivalents of any number of tenths or hundredths


Impact

We know from Annual Review feedback, Evidence for Learning (our assessment system), lesson observations and comments from students and parents that learners in all Pathways have a more positive relationship with maths because of our approaches. Students often leave us able to understand and do more with maths than they and their parents or carers once thought possible.

Our maths curriculum has allowed students to:

  • Engage more with the world around them
  • Travel more independently because of an understanding of timetables and money
  • Successfully attend a place of work and carry out daily duties (eg. Professional Chef/Teaching Assistant)
  • Cook with support or independently, following recipes
  • Live with support or independently, understanding how to operate equipment with functions linked to maths (eg microwave/fridge/freezer)
  • Shop with support or independently, understanding percentages, discounts, offers, budgets, money

Qualifications

In Upper School, Yellow Pathway students will complete an ASDAN Life Skills Challenge in Maths Entry Level 1 to Level 1. If appropriate they may be entered for an AQA Level 1 or 2 Functional Skills exam. Green Pathway learners will undertake an ASDAN Life Skills Challenge.