What is Number?

The National Curriculum guidelines states that pupils who are working competently at a subject specific level in number by the end of the Early Years Foundation Stage should be able to;

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

Planned learning activities in number are undertaken using relevant real-life situations that require mathematical thinking; for example counting how many cups you need for all your friends in class, cutting the cake into enough pieces so everyone can have some, estimating how many pieces of bread you need to put int the toaster for snack time, putting out enough chairs for everyone to sit down for peer massage.

For our pupils working at a Developmental Curriculum level between P1-P4 (pre-subject specific level), learning is planned in line with the Early Learning Goals and the P Level Assessment Documents.

Learning is experiential through age appropriate practical activities that are rooted in functional real life, transferable skills. Pupils have consistent, repeated opportunities to practice skills.

For our pupils working consistently at P5 and above (subject specific level) learning objectives are planned with reference to the EQUALS Scheme of Work (Key Stage 1-4). This provides flexibility to meet the specific needs of pupils spikes in learning. The Equals Scheme of Work provides suggested experiences, learning activities and assessment outcomes

Pupils’ access content from the appropriate Key Stage, according to their chronological age, although knowledge and skills may be selected from the earlier Key Stages to meet their individual needs. At this level pupils are developing an understanding of what they have learnt and are able to generalise learning to other contexts.

Some pupils are working within the Pre-Key Stage Standards for Mathematics. These ‘More Able’ pupils are supported by the Curriculum Leader for Maths, who is our teacher responsible for ‘More Able’ learners. Lesson planning is taken from appropriate  mainstream Schemes of Work that are adapted to meet individual pupil needs.

Those pupils working consistently at P5 and above access our Formal Curriculum, which requires pupils to demonstrate self-motivation for adult directed tasks. These pupils will have some organisational skills related to their own learning resources.