Mathletics and the England National Curriculum

2014

This alignment document lists all Mathletics curriculum activities, eBooks and Live Mathletics levels associated with each ‘England 2014NC’ course, and demonstrates how these fit within the Early Years Foundation Stage and the England National curriculum programme of study.

As new activities are developed, this document will be updated. You can download the latest version from the training and support portal:

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Framework and curriculum overview 1 Reception 3 KS1 Overview 4Year 1 5 Year 2 8Lower KS2 Overview 12Year 3 13Year 4 17Upper KS2 Overview 22Year 5 23Year 6 29

Mathletics and the England National Curriculum 2014

Contents

The Early Years Foundation Stage

Overarching principles:

• every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured

• children learn to be strong and independent through positive relationships

• children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and

• children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.

Mathletics provides a nurturing, secure and fun learning environment for children to embark on mathematics learning. Children explore Mathletics activities and games at their own pace, gaining recognition for their achievements as they progress.

1.

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The Primary National Curriculum for England

The national curriculum for mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that all pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

Curriculum activities and Live Mathletics develop fluency in recalling and applying mathematical knowledge through practise with increasingly harder activities. The student support centre and features such as the concept search helps to develop conceptual understanding through interactive explanations and walk-throughs.

• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.Reasoning activities are provided through Mathletics curriculum activities and eBooks which encourage children to explore relationships and develop arguments and justifications.

• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Pupils develop problem-solving skills and demonstrate depth of mathematical knowledge through problem-solving activities and games in curriculum activities, eBooks and the ‘Problem-solving Centre’ which enables students to test their mathematical reasoning skills.

Attainment Targets:

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Reporting and assessment tools in Mathletics provide evidence of pupil attainment and improvement in relation to the programme of study and enable teachers to diagnose gaps in learning.

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2.

Reception

The Early Years Foundation Stage statutory framework states:

“Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtract problems; and to describe shapes, spaces and measures.”

3.

The National curriculum in England states:

“The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value.At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at Key Stage 1.”

Key Stage 1: Years 1 and 2

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4.

England Year 1

5.

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England Year 1

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6.

England Year 1

7.

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England Year 2

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8.

England Year 2

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England Year 2

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England Year 2

11.

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The National curriculum in England states:

“The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12x multiplication table and show precision and fluency in their work.

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.”

Lower Key Stage 2 – Years 3 & 4

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England Year 3

13.

England Year 3

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14.

England Year 3

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England Year 3

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16.

England Year 4

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England Year 4

17.

England Year 4

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18.

England Year 4

19.

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England Year 4

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20.

England Year 4

21.

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The National curriculum in England states:

“The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of year 6, pupils should be fluent in written methods for all four operations including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly.”

Upper Key Stage 2 – Years 5 & 6

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England Year 5

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23.

England Year 5

24.

England Year 5

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25.

England Year 5

26.

England Year 5

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England Year 5

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28.

England Year 6

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29.

England Year 6

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England Year 6

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England Year 6

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32.

England Year 6

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England Year 6

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