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Framework for teaching mathematics
The Framework consists of a set of yearly teaching programmes or 'programmes of study' summarising teaching objectives for each year from Reception to Year 6. From Year 1 each double-page programme covers the full range of the National Curriculum for mathematics that is relevant to the year group. The key objectives to which you should give priority are set out in a separate section and are also highlighted in bold in the yearly teaching programmes.
With each year's programme are two planning grids which, if you wish, you can use to help plan a term's lessons: a common one for use in the autumn and summer terms and one for the spring term (for Reception there is one for each term). Each grid indicates the topics to be taught in units of work, and the recommended number of days of lessons for each unit, except in Reception, where the length of units of work needs to be determined once children have settled in to school. The first and last units in each term are always shorter - just two or three days - to allow for the start and end of term. Two days are set aside in each half term for you to assess and review progress.
The units may be taught in any order but if you increase the number of days allocated to a particular unit you will need to decrease the number of days allocated to another. Overall, the units of work for each of Years 1 to 6 require 175 days of the school year, leaving about one week in each term for extra reinforcement or revision, making cross-curricular links or more extended problem solving. The grids for Reception allow time for settling in and for new children to join the class.
The grids for Years 1 and 2, for Years 3 and 4, and for Years 5 and 6 correspond very closely. This is to help teachers of mixed-age classes.
After the teaching programmes and grids come supplements of examples, for Reception, Years 1-3 and Years 4-6. The examples illustrate outcomes - a selection of what pupils should know and be able to do by the end of the year. For Reception, the examples illustrate Early Learning Goals for a child who becomes 5 in the autumn term, and who spends a full year in the class.
In each set of examples, the broad topics of counting, properties of numbers, place value and ordering, and so on, are printed in the top right corner of the relevant pages. Teaching objectives for the topic are listed in the left-hand column. Examples to illustrate each objective are shown in the columns alongside, set out so that you can recognise progression from one year to the next.
The examples are a selection, not a full set, and are not intended to be taught as a 'scheme of work' or used on a series of worksheets. Their main purpose is to help you first to interpret the level of the work and then to plan, pace and assess it so that there is steady progression throughout the school. The yearly teaching programmes and the termly planning grids both include cross-references to relevant pages in the example supplements.
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