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be encouraged to read a wide range of stories and listen to poems which they will start to recite by heart

Pupils begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100, supported by objects and pictorial representations. Pupils use all 4 operations in problems involving time and money, including conversions (for example, days to weeks, expressing the answer as weeks and days). Geometry - properties of shapes identify properties of, and describe the results of, translations, rotations and reflections applied to given figures Pupils round answers to a specified degree of accuracy, for example, to the nearest 10, 20, 50, etc, but not to a specified number of significant figures. Pupils practise adding and subtracting fractions with the same denominator through a variety of increasingly complex problems to improve fluency. MeasurementThe programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading: It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.

Pupils practise addition, subtraction, multiplication and division for larger numbers, using the formal written methods of columnar addition and subtraction, short and long multiplication, and short and long division (see Mathematics appendix 1 (PDF, 248KB)). identify right angles, recognise that 2 right angles make a half-turn, 3 make three-quarters of a turn and 4 a complete turn; identify whether angles are greater than or less than a right angle use standard units of mass, length, time, money and other measures, including with decimal quantities

Week Beginning 4th May 2020

derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders) We also have one for phase four, which includes topics such as Before Bedtime, Sail the Seas and On the Farm.

solve linear inequalities in 1 {or 2} variable {s}, {and quadratic inequalities in 1 variable}; represent the solution set on a number line, {using set notation and on a graph} Pupils should use a variety of images to support their understanding of multiplication with fractions. This follows earlier work about fractions as operators (fractions of), as numbers, and as equal parts of objects, for example as parts of a rectangle. Pupils should go beyond the measurement and money models of decimals, for example, by solving puzzles involving decimals. Other types of school like academies and private schools do not have to follow the national curriculum. Academies must teach a broad and balanced curriculum including English, maths and science. They must also teach relationships and sex education, and religious education. Key stages translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or 2 simultaneous equations), solve the equation(s) and interpret the solutionPupils practise to become fluent in the formal written method of short multiplication and short division with exact answers (see Mathematics appendix 1 (PDF, 248KB)). interpret and compare numbers in standard form A x 10 n 1≤A<10, where n is a positive or negative integer or 0 write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

which letters are making the ‘ay’ sound here? Yes, it’s the ‘ai’, just like in ‘gain’ and ‘Spain’. That’s different to the ‘ay’ sound in ‘play’, isn’t it?’ set up, solve and interpret the answers in growth and decay problems, including compound interest {and work with general iterative processes} use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a