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National Curriculum and Expectations for Maths Key Stage 1 and 2
The national curriculum for mathematics aims to ensure that all pupils:
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Information and communication technology (ICT)
Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used.
The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets] or the content indicated as being ‘non-statutory’ (non-statuary guidance can be found at
Click on the below for individual year group expectations
National Curriculum and Expectations for English Key Stage 1 and 2
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
At Ashlands English is fully integrated into our curriculum and we use a wide range of different resources to aid with our English teaching.
The Oxford Reading scheme forms our core scheme for reading, which is supplemented by Project X for Guided Reading.
We teach synthetic phonics using Ruth Miskin’s ‘Read Write Inc’ phonics in Foundation Stage, as our main resource, supplemented with activities from Letters and Sounds. As children move into Key Stage One, Letters and Sounds becomes the main resource.
Spelling is taught based on the English new curriculum appendices for spelling. Within Key Stage 1 phonics is taught on a daily basis. As they move into Lower Key Stage 2 spelling is taught for 5 sessions over a fortnight. Within Upper Key Stage 2 spelling is taught within Guided Reading sessions.
Guided Reading sessions take place and each child is heard in a Guided Reading session at least once a fortnight.
We use the Nelson handwriting script.
End of Year Expectations for English
Read aloud with pace and expression, i.e. pause at full stop; raise voice for question.