# Curriculum

At Willesborough Infant School we deliver a Creative Curriculum.

A Creative Curriculum focuses on problem solving, discussion, collaboration and imaginative thinking that leads to the following 'creative behaviours':

- questioning and challenging
- envisaging what might be
- exploring ideas, keeping options open
- reflecting critically on ideas, actions and outcomes
- making connections and seeing relationships

The Creative Curriculum takes the National Curriculum content and uses a 'thematic' (topic or theme) approach to teach multiple learning objectives across different subject areas. Teaching in this way makes more sense to young children as they make links in their learning and develop their skills as creative thinkers.

**By adopting a whole school approach to teaching and learning we aim to; **

- deliver consistency of teaching and learning across our school
- enable teachers to teach as effectively as possible
- enable children to learn as efficiently as possible
- give children the skills they require to become effective lifelong learners
- provide an inclusive education for all children
- learn from each other, through the adoption of a collaborative, enquiry based approach to teaching and learning, where good practice is shared

**National Curriculum Link below:**

*https://www.gov.uk/national-curriculum/overview*

During your child's first year at school they will follow the Early Years Foundation Stage Curriculum. By the end of their first year in school they will be working towards the Key Stage One National Curriculum. We believe that where one curriculum starts and another ends is different for all children and that is why learning is carefully differentiated to suit the needs of the individual.

Our provision is cross curricular. Learning follows a theme or topic. We believe that teaching in this way makes more sense to children as they make links in their learning and develop their skills as creative thinkers.

**Teaching and Learning Policy(Click on this link) **

## WHOLE SCHOOL LEARNING FOCUS

** **

## READING

**There are three skills necessary for reading**:

- Word recognition ~ decoding (blending) and encoding (segmenting)
- Understanding and interpreting texts
- Engaging with and responding to texts

**At Willesborough Infant School we aim to**:

- Develop a love of reading in our children
- Teach children to read accurately, fluently and independently
- Support children to understand the meaning of what is read to them
- Develop children’s understanding of and response to the texts they read
- Provide a wide variety of genres and stimuli
- Enable children to use reading skills to access all areas of the curriculum
- Develop the understanding that reading allows us to make connections with others
- Stimulate and enhance children’s writing through their reading experience
- Develop the ability to use reading to access the past, the future, and other worlds both real and imagined

At Willesborough Infant School our core scheme is Oxford Reading Tree. This is broadened and enriched by additional schemes and core texts.

Reading is enhanced through inviting class book corners, a well stocked library with fiction, non fiction and picture books, big books, story sacks, and kindles.

**In order to ensure that our teaching of reading is as effective as possible we will**:

- Access a wide variety of factual, fictional, poetry and reference material to support our class topics
- Have daily regular reading sessions where the teacher models the reading process, and children are involved through listening, following the text, joining in, and contributing to discussion and response
- Have regular guided reading sessions to help children to understand and interpret texts, encouraging them to engage and respond to text
- Consistently teach “Letters and Sounds” across the school
- Have regular specified time for quiet reading in each class
- Provide a guided free choice of reading materials in the class
- Promote book corners and a vibrant school library which help to foster a love of books and reading

## PHONICS

We use the 'Letters and Sounds' document across Foundation Stage and Key Stage One. Every child takes part in a daily phonics lesson. Our phonics lessons are fun, interactive and pacey. The teaching of phonics is carefully differentiated within classes to match the varying needs of children. In the early stages of learning, Jolly Phonics resources are used to teach phonics.

## WRITING

We foster a love of writing from the earliest stages of learning. Children are taught to write in shared, guided and independent contexts within their daily LIteracy lessons. Opportunities for writing are incorprated into the children's learning environments and we aim to inspire them to write in their own time as well as in directed time. The application of writing for a range of purposes is incorporated into other areas of children's learning through topics. We are very proud of our 'Write What You Like!' strategy which was devised and developed by WIS and has now been cascaded to many other schools.

We celebrate Literacy by providing the children with regular enrichment opportunities such as; storytelling days, author visits, illustrator visits, drama workshops. Every year we celebrate 'Book Week'. This children enjoy a range of activities during this week.

In Reception we teach the children to print the letters of the alphabet, ensuring that they begin and end in the correct place. When children are ready to progress on to writing cursively they use the supported cursive document as a reference. We refer to the green dots and arrows to support the children in correctly forming the letters. Please support your children with this at home.

Spelling is an integral part of our curriculum. We encourage our children to learn how to spell tricky words and common exception words correctly, using the mats below to support them. The tricky words can't be sounded out using phonics, the children have to learn how to spell them by using their alphabet names and by creating photographic pictures of these words in their heads. We give the children opportunities to practise these words by playing a range of spelling games, such as, hang man, creating the words in playdough, finding them in wordsearches etc. Our children love to practise these spelling by using rainbow writing. This is where the children change the colour of their pen each time they have written the word. Have fun creating games to support your children in developing their spelling knowledge!

TRICKY WORD Mat* (please click on this link if you want to print a copy)*

1 CEW Mat (please click on this link if you want to print a copy)

2 CEW Mat *(please click on this link if you want to print a copy)*

## Developing Writing Progression Information Year By Year *(Please Click this link)*

# Maths

## Early Years Maths

By the end of their Reception Year the majority of children will have achieved their Early Learning Goals. Some children will be working towards the expectations and some beyond.

## Early Learning Goal for Number

Count reliably with numbers from 1 to 20, place them in order and say which number is 1 more or 1 less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

## Early Learning Goal for Shape, Space and Measure

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

## Early Years Maths Workshops

We were delighted that so many Reception parents were able to attend our Maths Workshops. Parents found the information informative and enjoyed the opportunity to work with their child.

*Click on the links below to access the presentations from the workshops.*

### Numicon Maths Workshop Presentation Session 1 *(Please click)*

### Numicon Maths Workshop Presentation Session 2 *(Please click)*

### Numicon Maths Workshop Presentation Session 3 *(Please click)*

For your information, we have provided an overview of the Year One and Two Maths curriculum document. It is divided into year groups and terms.

## Year One Maths Curriculum Overview Terms 1 and 2

### Oral and Mental Calculation

- Recite numbers to 100 forwards and backwards from 0 or 1
- Recite numbers to 10 as first, second, third
- Read and write numbers to at least 20
- Spell numbers to 10
- Order numbers to at least 20
- Compare numbers within 20
- Find 1 more / 1 less of any number from 1 to 20
- Find numbers between 2 given numbers
- Count on or back in ones from a given number within at least 0 to 20
- Identify 2D shapes in different orientations and begin to describe them
- Identify 3D shapes in different orientations and begin to describe them
- Compare and sort common 2D and 2D shapes and everyday objects
- Describe position, direction and movement

#### Week 1 - Main focus of teaching - Number and place value to solve problems

- Count up to at least 20 objects accurately
- Order numbers to at least 20
- Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
- Read and write numbers from 1 to 20 in numerals and be able to write them in words
- Identify and represent numbers using objects and pictorial representations including the number line and use the language of: equal to, more than, less than (fewer), most, least
- Model 1 more / 1 less (before/after) of a given number to at least 20
- Given a number, identify 1 more and 1 less
- Solve practical problems involving all of the above

#### Week 2 - Main focus of teaching - Addition within 10 to solve problems

- Partition numbers 3 to 10 into two sets and re-combine
- Model + and = signs
- Model reading, writing and interpreting addition sentences
- Add 1, 2, 3, 4 or 5 to numbers less than 6 by counting on
- Add 1 or 2 to numbers 6 to 8 by counting on
- Add zero to numbers
- Use inverse to check answers to calculations
- Solve simple one-step problems that involve addition and subtraction, using concrete objects and pictorial representations

#### Week 3 - Main focus of teaching - Money to solve problems

- Recognise coinage 1p and 2p
- Pay for items using 1p and 2p coins
- Add combinations of 1p and 2p coins to make 10p
- Solve simple one-step problems that involve addition and subtraction, using coins, objects and pictorial representations
- Use inverse to check answers to calculations

#### Week 4 - Main focus of teaching - Measures; length and height to solve problems

- Estimate and measure lengths and heights using non-standard but uniform units
- Compare and order lengths and heights
- Compare and describe lengths and heights (for example, long/short, longer/shorter, tall/short, double/half)
- Measure and begin to record lengths and heights, using non-standard measures within the range of numbers the children understand
- Solve practical problems for lengths and heights

#### Week 5 - Main focus of teaching - Addition and subtraction within 10 to solve problems

- Model +, - and = signs
- Model reading, writing and interpreting subtraction sentences (take away)
- Subtract 1, 2, 3, 4 or 5 from a number up to 10 by counting back on a number track
- Subtract zero
- Represent and use number bonds and related subtraction facts within 10
- Use inverse to check answers to calculations
- Solve simple one-step problems that involve addition and subtraction within 10, using concrete objects and pictorial representations
- Solve missing number problems such as 7 = [ ] -5

#### Week 6 - Main focus of teaching - Number and place value 0 to 20 to solve problems

- Order numbers 1 to 20 on track and bead string
- Make teen numbers with apparatus
- Partition teen numbers in 10 and rest
- Compare 2 numbers - which is more or less?
- Explore reading, writing and ordering teen numbers
- Begin to recognise the place value of numbers beyond 20 (tens and ones)
- Solve problems involving ordering and comparing numbers

#### Week 7 - Main focus of teaching - Addition and subtraction bonds to 10 to solve problems

- Partition 3 into two groups and model recording the resulting addition and related subtraction number sentences 3 + 0 = 3, 2 + 1 = 3, 1 + 2 = 3 and 3 - 0 = 3, 3 - 1 = 2, 3 - 2 = 1
- Repeat with other number to 10
- Use inverse to check answers to calculations
- Solve missing number problems such as 3 = [ ] -2

#### Week 8 - Main focus of teaching - Shape, position and direction to solve problems

- Recognise, visualise, name and describe squares, circles, rectangles and triangles
- Vary size and orientation of shapes
- Make pictures with shapes
- Follow and then devise repeating patterns with shapes
- Use of practical activities linked to position

#### Week 9 - Main focus of teaching - Addition, Subtraction within 20 to solve problems

- Order numbers to 20
- Find 1 more / 1 less for numbers to 20
- Find 2 more / 2 less for numbers to 20
- Solve problems practically using addition and subtraction bonds and facts up to 10, including missing number problems

#### Week 10 - Main focus of teaching - Multiplication and division and fractions to solve problems

- Practical grouping and sharing of quantities to 20
- Practical doubling 1 to 5
- Practical sharing (halving) numbers to 10

#### Week 11 - Assess and review

## Year One Maths Curriculum Overview Terms 3 and 4

### Oral and mental calculation

- Recite numbers to 100 forwards and backwards from 0 or 1
- Recite numbers to 10 as first, second, third
- Read and write numbers to 100 in numerals
- Read and write numbers to 20 in words
- Recite multiples of 10 to 100
- Order random numbers within 100
- Compare numbers within 100
- Find 1 more / 1 less of any number from 1 to 99
- Find numbers between 2 given numbers
- Count onwards or backwards from a given number with 100
- Recite days of the week
- Recall addition and subtraction facts for each number up to 10
- Recall doubles of number to 10 + 10
- Recall halves of even numbers to 20
- Name 2D shapes and describe them

#### Week 1 - Main focus of teaching - Number and place value to solve problems

- Count up to 100 objects accurately
- Count to and across 100 forwards and backwards, beginning with 0 or 1 or from any given number
- Order numbers to `100 on a track / number line
- Model 1 more / 1 less (before/after) and 10 more / 10 less of a given number to 100
- Place other numbers onto washing line marked with multiples of 5 and 10
- Identify missing numbers on washing line / number line
- Reinforce reading , writing and ordering teen numbers
- Read and write numbers from 1 to 20 in numerals and words
- Begin to recognise the place value of numbers beyond 20 (tens and ones)
- Identify and represent number using objects and pictorial representations including the number lineand use the language of: equal to, more than, less than, (fewer), most, least
- Solve problems and practical problems involving all of the above

#### Week 2 - Main focus of teaching - Addition within 20

- Model + and = signs
- Model reading, writing and interpreting addition sentences
- Add by counting on from the larger number within 20
- Add 2 or more 1 digit numbers within 20
- Represent -with concrete apparatus- and use number bonds within 20
- Add 1 digit and 2 digit numbers to 20 including zero (using concrete objects and/or pictorial representations)
- Use inverse to check answers to calculations
- Solve problems involving addition and subtraction

#### Week 3 - Main focus of teaching - Money to solve problems

- Recognise coinage 1p, 2p, 5p and 10p coins
- Count in multiples of twos, fives, and tens
- Pay for items using 1p, 2p, 5p and 10p coins
- Add combinations of known coins to make 20p
- Model giving change from 20p using coins and a number line
- Solve problems involving money

#### Week 4 - Main focus of teaching - Measures - mass or weight and time to solve problems

**MASS/WEIGHT**

- Estimate and measure mass and weight using non-standard but uniform units within children's range of known numbers
- Compare and order mass and weight
- Describe mass/weight for example, heavy/light, heavier than, lighter than
- Solve practical problems for masses/weights

**TIME**

- Tell the time to the hour and half past the hour
- Draw the hands on a given clock face to show these times
- Compare, describe and solve practical problems for time (quicker, slower, earlier and later)
- Sequence events
- Solve problems involving time

#### Week 5 - Main focus of teaching - Addition and Subtraction within 20 to solve problems

- Model - and = signs
- Model reading, writing and interpreting subtraction sentences (difference)
- Find the difference practically by comparing two towers or lengths
- Add and subtract 1 digit and 2 digit numbers to 20 including zero (using concrete objects and/or pictorial representations)
- Use inverse to check answers to calculations
- Solve problems involving addition and subtraction within 20

#### Week 6 - Main focus of teaching - Number and place value to solve problems

- Order numbers 1-100 on track and bead string
- Partition teen numbers in 10 and rest
- Partition other 2 digit number into teens and ones
- Compare 2 numbers between 0 and 100 - which is more or less?
- Solve problems involving ordering numbers or more/less

#### Week 7 - Main focus of teaching - Addition and subtraction bonds to 10 and 20 to solve problems

- Link bonds for 20 to bonds for 10
- Partition 13 to find all the addition pairs that total 13 (0+13, 1+12 etc.)
- Partition 13 into two groups and model recording the resulting addition and related subtraction number sentences (6+5=13, 5+6=13, 13-6=5, 13-5=6)
- Solve missing number problems (13+?=5)
- Repeat with other numbers to 20
- Add and subtract 1 digit and 2 digit numbers to 20 including zero (using concrete objects and/or pictorial representations)
- Use inverse to check answers to calculations
- Solve problems involving addition and subtraction within 20 including missing number problems

#### Week 8 - Main focus of teaching - Shape, position and direction to solve problems

- Recognise, visualise, name and describe 3D shapes - cuboids, cubes, pyramids and spheres
- Vary size and orientation of shapes
- Make models with shapes
- Follow and then devise repeating patterns with shapes
- Practical activities linked to position
- Practical activities linked to whole and half turns
- Solve problems involving shape
- Solve problems involving position and/or direction

#### Week 9 - Main focus of teaching - Fractions to solve problems

- Recognise, find and name a half of an object, number, shape or quantity practically
- Recall and use doubles of all numbers to 10 and corresponding halves
- Solve one-step problems involving fractions by calculating the answer using concrete objects and pictorial representations

#### Week 10 - Main focus of teaching - Multiplication and division to solve problems

- Count in 2's, 5's and 10's from zero
- Use practical apparatus to show groups of 2, 5 and 10
- Share and group quantities practically
- Solve one-step problems involving multiplication by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
- Solve one-step problems using division by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
- Understand that a fraction can describe part of a whole
- Use inverse to check the answers to calculations

#### Week 11 - Assess and review

## Year One Maths Curriculum Overview Terms 5 and 6

#### Oral and mental calculation

- Recite numbers to 100 forwards and backwards from any number
- Read and write numbers to 100 in numerals
- Read and write numbers to 20 in words
- Order numbers to 100
- Compare numbers within 100
- Count on and back in 1's from any 1 or 2 digit number including across 100
- Count in multiples of 2, 5 and 10
- Begin to recall multiplication facts for the 2, 5 and 10 times tables
- Find 1 more/1 less or 10 more/10 less of any number from 1 to 100
- Find numbers between 2 given numbers
- Recall addition and subtraction facts for each number up to 20
- Recall doubles of numbers to 10 + 10
- Find doubles +1
- Recall halves of even numbers to 20
- Add a single digit number to any number up to 20
- Take away a single digit number from any number up to 20
- Recite days of the week and months of the year
- Tell the time on an analogue clock to the hour and half past the hour
- Revise the names and properties of 2D and 3D shapes

#### Week 1 - Main focus of teaching - Number and place value to solve problems

- Continue to count up to 100 objects accurately
- Place 2 digit numbers onto washing line marked with multiples of 5 and 10 to and across 100
- Identify missing numbers to and across 100 on washing line/number line
- Partition 2 digit numbers into tens and ones and begin to recognise place value (tens and ones)
- Reinforce reading, writing and ordering "teen" numbers
- Identify and represent numbers using objects and pictorial representations, including the number line, and use the language of: equal to, more than, less than, (fewer), most, least
- Solve practical problems involving all of the above

#### Week 2 - Main focus of teaching - Addition with 20 to solve problems

- Model reading, writing and interpreting addition sentences
- Add 2 or more 1 digit numbers to 20
- Add by counting on from the larger number
- Solve missing number problems using number bonds within 20 such as 8 = [] + 2
- Add 1 digit and 2 digit numbers to 20, including zero, using concrete objects and pictorial representations
- Use the inverse to check the answers to calculations
- Solve simple one-step problems that involve addition using concrete objects and pictorial representations

#### Week 3 - Main focus of teaching - Measures - money to solve problems

- Recognise all coinage
- Pay for items using a mixture of coinage
- Add combinations of known silver coins to make 100p/£1
- Model giving change from 50p
- Solve problems involving money

#### Week 4 - Main focus of teaching - Measures - capacity and time to solve problems

**CAPACITY**

- Estimate and measure capacity using non-standard but uniform units using numbers within the children's' experience
- Compare and order capacity
- Compare, describe, and solve practical problems with capacity/volume (full, empty, more than, less than, quarter)

**TIME**

- Tell the time to the hour and half past the hour
- Draw hands on a given clock face to show known times
- Compare, describe and solve practical problems for time (quicker, slower, earlier, later)
- Sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening
- Use language relating to dates, including days of the week, weeks, months and years
- Solve problems involving time

#### Week 5 - Main focus of teaching - Subtraction within 20 to solve problems

- Model reading, writing and interpreting subtraction sentences (take away and difference)
- Solve missing number problems using number bonds and related subtraction facts such at 13 = [] - 2
- Subtract 1 digit and 2 digit numbers to 20, including zero using "take away" to find out how many are left (using concrete objects and pictorial representations)
- Subtract 1 digit and 2 digit numbers to 20 using 'difference' as finding how many more to make (using concrete and pictorial representations)
- Use inverse to check the answers to calculations
- Solve simple one-step problems that involve subtraction, using concrete and objects and pictorial representations

#### Week 6 - Main focus of teaching - Multiplication and division to solve problems

- Count in 2's 5's and 10's
- Link counting in 2's to doubling
- Link dividing by 2 to halving
- Make arrays or patterns to show "groups of" such as 2 lots of 3 and count in groups (multiples) not 1's
- Group and share small quantities
- Use inverse to check the answers to calculations
- 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

#### Week 7 - Main focus of teaching - Addition and subtraction bonds to 10 and 20 to solve problems

- Explore inverse practically
- Link addition and subtraction bonds for 10 to those for 20
- Re-visit the 4 related addition and subtraction facts for every number 2-20
- Solve problems practically using addition and subtraction bonds and facts up to 10 and then 20
- Use inverse to check the answers to calculations
- Solve problems involving multiplication and division, including finding missing numbers

#### Week 8 - Main focus of teaching - Fractions to solve problems

- Recognise, find and name a half as one of two equal parts of an object, number, shape or quantity
- Recognise, find and name a quarter as one of four equal parts of an object, number, shape or quantity
- Understand that a fraction can describe part of a whole
- Understand that a unit fraction ½ or ¼ represents one equal part of a whole
- Solve practical problems involving halves and quarters using concrete objects and pictorial representations

#### Week 9 - Main focus of teaching - Properties of shape and position and direction to solve problems

- 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
- Solve practical problems involving shapes using concrete objects and/or pictorial representations
- Describe position, directions and movements, including half, quarter and three-quarter turns
- Solve practical problems involving position or direction by following or giving instructions

#### Week 10 - Assess and review

## Year Two Maths Curriculum Overview Terms 1 and 2

#### Oral and mental calculation

- Count to and beyond 100 starting from any number
- Read and write numbers to at least 50 in numerals
- Read and write numbers to 30 in words
- Order a set of random numbers to at least 50
- Find 1 more/1 less of any number to at least 50
- Find 10 more/10 less of any number to at least within 50
- Count on and back in 1's from any 1 or 2 digit number
- Count on and back in multiples of 2, 5 and 10
- Count in multiples of 2, 5 and 10 from 0, forwards and backwards
- Recall addition and subtraction facts for each number up to at least 10
- Add a single digit number to any 2 digit number
- Take away a single digit number from any 2 digit number
- Tell the time using o'clock, half past, quarter past and quarter to
- Recognise and count amounts of money
- Revise names and properties of 2D and 3 D shapes

#### Main focus of teaching - Counting, partitioning and calculating (2 weeks)

- Present solutions to puzzles and problems in an organised way
- Explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences

- Read and write 2 digit numbers in figures and words
- Describe and extend number sequences and recognise odd and even numbers

- Count up to 100 objects by grouping them and counting in 10's, 5's or 2's
- Explain what each digit in a 2 digit number represents, including numbers where 0 is a place holder
- Partition 2 digit numbers in different ways, including into multiplese of 10 and 1

- Order 2 digit numbers and position them on a number line
- Use the greater than (>) and less than (<) symbols

- Estimate a number of objects
- Round 2 digit numbers to the nearest 10

- Add or subtract mentally a 1 digit number or a multiple of 10 to or from any 2 digit number
- Use practical and informal written methods to add and subtract 2 digit numbers

- Understand that subtraction is the inverse of addition and vice versa
- Use this to derive and record related addition and subtraction number sentences

#### Main focus of teaching - Securing number facts, understanding shape (3 weeks)

- Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples
- Solve problems involving addition and subtraction in contexts of numbers, measures or money
- Derive and recall all addition and subtraction facts for each number to at least 10, begin to recognise all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100
- Use knowledge of number facts and operations to estimate and check answers to calculations
- Visualise common 2D shapes
- Identify shapes from pictures of them in different positions and orientations
- Sort, make and describe shapes, referring to their properties

### Main focus of teaching - Handling data and measures (2 weeks)

- Follow a line of enquiry
- Answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams

- Answer a question by collecting and recording data in lists and tables
- Represent the data as block graphs or pictograms to show results
- Use ICT to organise and present data

- Use lists, tables and diagrams to sort objects
- Explain choices using appropriate language, including 'not'

- Estimate, compare and measure lengths, choosing and using standard units (m, cm) and suitable measuring instruments
- Read the numbered divisions on a scale and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered)
- Use a ruler to draw and measure lines to the nearest centimetre

#### Main focus of teaching - Calculating, measuring and understanding shape (2 weeks)

- Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence
- Add or subtract mentally a 1 digit number or a multiple of 10 to or from any 2 digit number
- Use practical and informal written methods to add and subtract 2 digit numbers

- Use units of time (seconds, minutes, hours, days) and know the relationships between them
- Read the time to the quarter hour
- Identify time intervals

- Follow and give instructions involving position, direction and movement

#### Main focus of teaching - Securing number facts, relationships and calculating (3 weeks)

- Identify and record the information or calculation needed to solve a puzzle or problem
- Carry out the steps or calculations and check the solution in the context of the problem
- Represent repeated addition and arrays as multiplication and sharing and repeated subtraction (grouping) as division
- Use practical and informal written methods and related vocabulary to support multiplication and division

- Use the symbols +, -, x and ÷ to record and interpret number sentences involving all four operations
- Calculate the value of an unknown in a number sentence (e.g. 2 [] 6 = 12, 30 - [] = 24)

- Understand that halving in the inverse of doubling and derive and recall doubles of all numbers to 20 and the corresponding halves
- Begin to derive and recall multiplication facts for the 2, 5 and 10 times tables and the related division facts
- Recognise multiplies of 2, 5 and 10

- Find one half and one quarter of shapes and set of objects0