Page 44: Understanding the Curriculum Further - a delve into KS1 Mathematics...
With my KS1 placement fastly approaching, experiencing KS2 and EYFS in my previous placements, in preparation for my final placement and chapter in my teacher training, I have been further exploring the curriculum and expectations in KS1.
This week, following on from the exploration of the KS1 English curriculum I have decided to share another core subject, Mathematics ...
The mathematics National Curriculum is split into the 3 key areas of number, measurement and geometry (with statistics introduced in year 2). Each having retrospective key learning areas and topics to be covered. Today I will be sharing a brief insight into understanding the Mathematics National Curriculum further on an easy and accessible level.
The General Aims of Mathematics:
Like all curriculum areas, there are three main aims of study that are integral in shaping pupils in becoming well rounded and confident mathematicians. These are to ensure pupils "become fluent in the fundamentals", "reason mathematically by following a line of enquiry" and "can solve problems by applying their mathematics". It is an "interconnected subject" which is only not import for mathematical progress and development but a range of supporting core and foundation subjects, were the skills and discipline used as necessary and transferable!
Number:
Year 1 -
Number place and value: Number work starts with the ability to count to 100 well, both forwards and backwards, beginning with any number given, forming a solid basis for all mathematical learning to stem from. This also involves counting, reading and writing these numbers and for 1-20 in numerals and words too.
Addition and subtraction: It begins with understanding and using the correct +, - and = signs to form and calculate equations. It also draws from EYFS knowledge extending with pupils reward to use "number bonds and related subtraction facts within 20".
Multiplication and division: For year one pupils, this is only briefly introduced due to this being a more intense and complicated concept where "pupils should be taught to 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".
Fractions: Year 1 fraction work predominantly focussed upon recognising a half and quarter of an object, shape or quantity.
Year 2 -
Number place and value: Pupils are quickly building on year one knowledge and counting in steps on 2,3 and 5. The recognition of place value in regard to each digit in a two-digit number is at large emphasis as well as starting to compare numbers using '<' and '>' to finally "use place value and number facts to solve problems"".
Addition and subtraction: Pupils are now solving problems with concrete objects and now applying their increasing knowledge of mental and written methods to solve addition and subtraction problems. Recalling addition and subtraction facts is still a necessity to fluency as well as starting to recognise and incorporate the inverse relationships between addition and subtraction to solve missing number problems and check calculations.
Multiplication and division: This is really built upon in year two after only briefly being introduced in year one. Pupils will be using and drawing from their 2, 5 and 10 multiplication and division facts to calculate mathematical statements using the correct signs and start solving problems in contexts.
Fractions: This requirement is extended upon from year one. The statuary requirements involved now additionally writing, finding and naming 1/3, 1/4, 2/4, and 3/4 of a length, set of objects, shape or quantity. Also pupils will be beginning to write simple fractions e.g 1/2 of 6=3 and how 2/4=1/2.
Measurement :
Year 1 -
In year one, in regard to measurement pupils are starting to measure and record areas such as length, mass capacity and volume. They are also working towards comparing and describing areas such as length, mass, capacity and time and begin to know the different value of notes and coins. This section also covers basic knowledge in work involving sequencing events, language relating to dates such as days of the week and telling the time to an hour and half past.
Year 2 -
Progressing on, in year two, pupils now regard units, choosing an appropriate standard unit such as m/cm, kg/g litres/ml dependant on the context, all to the nearest appropriate unit using a range of mathematic equipment such as rulers and scales. The introduction of symbols such as the '£' is seen as well as beginning to solve simple problems in a practical context.
Geometry:
Year 1 -
Properties of shapes: Pupils are beginning to access work surround both 2 and 3D shapes. The shapes include "rectangles, squares, circles, triangles, cuboids, cubes, pyramids and spheres".
Position and direction: Only a basic knowledge and introduction is expected in year one. Pupils are to "describe postion, direction and movement, including whole, half, quarter and three-quater turns".
Year 2 -
Properties of shapes: In the 2D and 3D shape which were initially introduced basically in year one, pupils will now be identifying properties including the number and sides and lines of symmetry in 2D and number of edges, vertices and faces in 3D shapes. Comparison between these shapes and everyday objects is also introduced.
Position and direction: The basic year one knowledge is built upon with pupils now ordering combinations of objects in patterns and sequences as well as using mathematically vocabulary more often and accurately to "describe position, direction and movement ... including rotation".
Statistics:
Year 2 - In year two, this is where the on introduction on statistics begin. Pupils begin to work on interpreting simple "pictograms, tally charts, block diagrams and simple tables" as well as sorting categories by quantity to lead to the ability to answer questions about totalling and begin to compare data.
As any fellow trainee or qualified teachers would know, the National Curriculum is a lengthy document with lots of details, requirements and expectations. Although I have shared some key points to hopefully help break down others understadning of this curriculum area in a simple and accessible way, it is vital to access the whole document when planning to explicitly reference and ensure the full points are covered.
Like mentioned for English, having a full and solid understanding of the skills and knowledge learnt in the Mathematics section of the National Curriculum is key in providing a basic solid understanding for pupils to build upon and be supported further in all surrounding core and foundation subjects.
Mathematics is a fantastic subject! I love teaching maths, and the control and creativity you can have a a teacher to make maths fun and engaging is endless! I aim to share my passion and love for mathematics through not just teaching to the book/SAT/curriculum, but to the specific needs, strengths/challenges of the pupils, based upon their personal interests and more effective ways to learn. Mathematics is an incredibly diverse and flexible subject with the ability to adapt to the need of the learner easily. It is not a closed book, it is about just about the wide academic skills developed but the outlook on life and challenge to. Installing this in our learners from a young age gives them power and control in ALL of their learning:
"Mathematics is not about numbers, equations, computations or algorithms: it is about understadning" - William Paul Thurston
*All information discussed is from the Department for Education, National Curriculum in England 2013*
- Miss Yeoman
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