participate in discussion what is read to them, taking turns and listening to what others say explain clearly their understanding of what is read to them. Maths Number Number Number Number Measurement Geometry Geometry Outdoor – – – – – – Number and Addition and Multiplication fractions Properties of Position and Learning Place Value subtraction and division shape direction Pupils should be Pupils should be Pupils should be Pupils should be Pupils should be Pupils should be Pupils should be Using Outdoor taught to: taught to: taught to: taught to: taught to: taught to: taught to: Learning pupils should be taught to: to and across read, write and solve one-step recognise, find and compare, describe recognise and describe position, problems involving direction and use weight & 100, forwards and interpret name a half as one and solve practical name common 2-D multiplication and movement, measurement – backwards, mathematical of two equal parts problems for: and 3-D shapes, division, by including half, measuring trees, beginning with 0 or statements of an object, shape including: lengths and calculating the quarter and playground size 1, or from any involving addition or quantity answer using turns. using trundle heights [for 2-D shapes [for given number (+), subtraction (–) concrete objects, wheel, weighing example, example, recognise, find and pictorial out food for and equals (=) long/short, rectangles count, read and name a quarter as representations chickens signs longer/shorter, (including write numbers to and arrays with the one of four equal tall/short, squares), circles support of the 100 in numerals; represent and use parts of an object, teacher. double/half] and triangles] recognise and count in multiples number bonds and shape or quantity. search for common of twos, fives and related subtraction mass/weight [for 3-D shapes [for 2D & 3D shapes tens facts within 20 example, example, cuboids around the school heavy/light, heavier (including cubes), grounds shape – given a number, add and subtract than, lighter than] pyramids and hunt identify one more one-digit and spheres]. capacity and and one less numbers to use position, volume [for 20, including zero direction and identify and example, movement maps – solve one-step represent numbers full/empty, more and orienteering / problems that using objects and Treasure hunt than, less than, involve addition pictorial and subtraction, representations
participate in discussion what is read to them, taking turns and listening to what others say explain clearly their understanding of what is read to them. Maths Number – Number and Place Value Number – Addition and subtraction Number – Multiplication and division Number – fractions Measurement Geometry – Properties of shape Geometry – Position and direction Outdoor Learning Pupils should be taught to: to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens given a number, identify one more and one less identify and represent numbers using objects and pictorial representations Pupils should be taught to: read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs represent and use number bonds and related subtraction facts within 20 add and subtract one-digit and numbers to 20, including zero solve one-step problems that involve addition and subtraction, 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. Pupils should be taught to: recognise, find and name a half as one of two equal parts of an object, shape or quantity recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. Pupils should be taught to: compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] mass/weight [for example, heavy/light, heavier than, lighter than] capacity and volume [for example, full/empty, more than, less than, Pupils should be taught to: recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]. Pupils should be taught to: describe position, direction and movement, including half, quarter and turns. Using Outdoor Learning pupils should be taught to: use weight & measurement – measuring trees, playground size using trundle wheel, weighing out food for chickens recognise and search for common 2D & 3D shapes around the school grounds – shape hunt use position, direction and movement – maps and orienteering / Treasure hunt
year1_ngps.docx