Planning – Yearly Overviews and Ready to Progress
Planning for Mathematics is a process in which all teachers are involved to ensure that the school gives full coverage of, ‘The National Curriculum programmes of study for Mathematics 2014’ and, The Development Matters statements linked to Maths: Number, and Maths: Shape, Space and Measures in the Early Years Foundation Stage. We also incorporate the 2020 non-statutory ‘Ready to Progress’ guidance.
As a school we use the White Rose Maths scheme of learning as a guide for small steps in learning. We ensure only high quality resources are used to support learning and these are selected from the NCETM resources Ready to Progress Documents (see the bottom of the page), Gareth Metcalfe’s ‘I see Reasoning’ documents and NCETM ‘Teaching for Mastery’ Resources (https://www.ncetm.org.uk/classroom-resources/assessment-materials-primary/)
EYFS
Reception: Autumn
Reception: Spring
Reception: Summer
YEAR 2
YEAR 3
YEAR 4
YEAR 5
YEAR 6
Progression – Ready to Progress
In June 2020, the DfE, alongside the National Centre for Excellence in the Teaching of Mathematics (NCETM), produced a non-statutory guidance document that aimed to:
- Bring greater coherence to the national curriculum by exposing core concepts in the national curriculum and demonstrating progression from Year 1 to Year 6
- Summarise the most important knowledge and understanding within each year group and important connections between these mathematical topics
The ‘Ready to Progress’ criteria do not address the whole of the curriculum. They address areas that have been identified as a priority. It is still a statutory requirement that the whole of the curriculum is taught. However, by meeting the ready-to-progress criteria, pupils will be able to more easily access many of the elements of the curriculum that are not covered by this guidance.
This publication identifies the most important conceptual knowledge and understanding that pupils need as they progress. These important concepts are referred to as ready-to-progress criteria and provide a coherent, linked framework to support pupils’ mastery of the primary mathematics curriculum.
