Summary: Through a carefully sequenced programme, all students, including those with SEND and those who are disadvantaged, gain an understanding of mathematical concepts that they are applying to a variety of contexts. Students build their mathematical skills progressively through the use of concrete, pictorial and abstract resources. Initially, they engage with hands-on materials and visual representations. As they develop, pupils transition to pictorial representations, which help them visualise mathematical concepts, and finally to abstract. This progression not only strengthens their problem solving but also fosters a deeper, more flexible approach to mathematics. Pupils demonstrate fluency in mathematical procedures and confidently recall essential facts, enabling them to solve problems. As a result, they not only improve their mathematical skills but also enhance their ability to communicate their reasoning through journaling, using precise mathematical vocabulary.

EYFS:

Place Value

Composition of numbers.

Reception pupils have focused on the composition of numbers up to 10. Pupils have opportunities to understand the meaning of a number through Concrete, Pictorial and Abstract (C.P.A) approaches.

This links to Year 1 pupils having an understanding of numbers to 20 and subitise numbers to 20. 

Maths National Curriculum Concepts

Year 1

Place Value

Year 1 learners use C.P.A approaches to identify and compare numbers up to 20. Pupils begin using descriptive journaling, giving them an opportunity to use mathematical vocabulary and explain their thinking.

This links to Year 2 pupils, understanding and using numbers up to 100.

Year 2:

Place Value

Year 2 learners are understanding the place value of numbers up to 100 and can order and compare these numbers. Pupils are being given opportunities to explain their thinking and use mathematical vocabulary through evaluative and investigative journaling tasks.

This links to Year 3 pupils, understanding and using numbers up to 1000.

Year 3:

Place Value

Year 3 learners are understanding the place value of numbers up to 1000. They are ordering and comparing numbers and completing number patterns. In addition, pupils are using their mathematical vocabulary to explain their thinking in descriptive, evaluative and investigative journaling tasks.

This links to Year 4 pupils, understanding and using numbers up to 10 000.

Yr 4:

Place Value

Year 4 learners are understanding the place value of numbers up to 10 000. Pupils are comparing the size of the number and completed word problem number patterns. In addition, pupils are rounding numbers to the nearest 10, 100 and 1000 and applying this to support estimation. Pupils also use investigative and evaluative journaling to explain their thinking and use mathematical vocabulary.

This links to Year 5 pupils, understanding and using numbers up to 1 000 000.

Yr 5:

Place Value

Year 5 learners understand the place value of numbers up to 1 000 000. Pupils are able to compare numbers and order them in ascending and descending order. They are able to complete number patterns as well as create their own and describe them. In addition, pupils are able to round numbers to the nearest 10 000 and 100 000. Pupils are also given opportunities to investigate and evaluate their learning through journaling tasks.

This links to Year 6 pupils, understanding and using numbers up to 10 000 000.

Yr 6:

Place Value

Year 6 learners understand the place value of numbers up to 10 000 000. Pupils are able to compare and order numbers according to the value. In addition, they round numbers to the nearest 1 000 000 in addition to the numbers covered previously. Pupils also use evaluative journaling to explain their thinking using precise vocabulary.

 This links to the KS3 curriculum whereby ‘pupils should build on KS2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.’ (National Curriculum in England: mathematics programme of study).