Foundation
Declarative Knowledge:
 Learners understand the concepts
of classification.
 Through the strand of patterns
and algebra they understand the
concept of patterns.
Procedural Knowledge:
 Learners sort and classify familiar
objects on a basis of classification
and explain their justification.
 They can copy, continue and
create patterns with objects and
drawings.
Year One
Declarative Knowledge:
 Learners understand the concept
of number patterns, formed by
skip counting and patterns with
objects.
Procedural Knowledge:
 Learners investigate and describe
number patters formed by skip
counting and patterns with
objects.
Year Two
Declarative Knowledge:
 Learners understand the concept
of number patterns.
 Learners understand the term of
missing elements.
 Learners understand the concept
of number sentences.
 Learners understand the concept
of addition and subtraction.
Procedural Knowledge:
 Learners describe patterns with
numbers.
 Learners can identify missing
elements in a numbers pattern.
 Learners are able to solve
problems using number sentences
for addition or subtraction.
Year Three
Declarative Knowledge:
 Learners understand the concept
of addition and subtraction.
 Learners understand the concept
of number patterns.
 Learners understand how to
describe and continue patterns
resulting from performing addition
or subtraction.
Procedural Knowledge:
 Learners perform addition and
subtraction.
 Learners create continue and
describe number patterns as a
result from performing addition or
subtraction.
Year 4
Declarative Knowledge:
 Learners understand the concept
of number patterns.
 Learners understand the concept
of multiplication and division.
 Learners understand the concept
Procedural Knowledge:
 Learners are able to perform
multiplication.
 Learners explore and describe
number patterns resulting from
performing multiplication.
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of number sentences involving
multiplication or division where
there is no remainder.
Learners understand how to solve
word problems by using number
sentences.
Learners understand the concept
of equivalent number sentences.
Learners understand the concept
of addition and subtraction.
Learners understand the concept
of unknown quantities.
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Learners are able to solve word
problems by using number
sentences.
Learners are able to perform
division.
Learners explore and describe
number patterns resulting from
performing division.
Learners use equivalent number
sentences involving addition and
subtraction to find unknown
quantities.
Year 5
Declarative Knowledge:
 Learners understand the concept
of fractions.
 Learners understand the concept
of decimals.
 Learners understand the concept
of whole numbers.
 Learners understand the concept
of addition and subtraction.
 Learners understand the concept
of how to continue and create
patterns.
 Learners understand the concept
of multiplication and division.
 Learners understand the concept
of equivalent number sentences
involving multiplication and
division.
Procedural Knowledge:
 Learners are able to describe,
continue and create patterns with
fractions, decimals and whole
numbers, resulting from addition
and subtraction.
 Learners are able to use
equivalent number sentences,
which involve multiplication and
division to find unknown
quantities.
Year 6
Declarative:
 Learners need to understand the
concept of sequencing.
 Learners need to understand the
concept of whole numbers.
 Learners need to understand the
concept of fractions.
 Learners need to understand the
concept of decimals.
 Learners need to understand that
rules are used to create a
sequence.
 Learners understand the concept
of order of operation.
 Learners understand the use of
bracketing.
Procedural:
 Learners are able to continue and
create sequences, which involve
whole numbers, fractions and
decimals.
 Learners can describe the rule
use to create the sequence
 Learners are able to write number
sentences.
 Learners are able to use the order
of operations.
 Learners are able to use brackets
appropriately.
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Learners understand the concept
of number sentences.
Year 7
Declarative Knowledge:
 Learners understand the concept
of variables is a way that numbers
can be represented using letters.
 Learners understand the term of
algebraic expressions.
 Learners understand how to
evaluate algebraic expressions.
 Learners understand the concept
of substitution.
 Learners understand the laws and
properties of arithmetic to
algebraic terms and expressions.
Procedural Knowledge:
 Learners use variables as away or
representing numbers, using
letters.
 Learners can create algebraic
expressions.
 Learners can evaluate algebraic
expressions by substituting the
given value for each variable.
 Learners are able to apply the
laws and properties of arithmetic
to algebraic terms and
expressions.
Year 8
Declarative Knowledge:
 Learners understand the
distributive law.
 Learners understand the concept
of algebraic expressions.
 Learners understand the concept
of factorisation.
 Learners understand the concept
of numerical factors.
 Learners understand the concept
of simplifying.
 Learners understand the concept
of four operations (addition,
subtraction, multiplication,
division)
Procedural Knowledge:
 Learners are able to apply the
distributive law to expand
algebraic expressions.
 Learners are able to factorise
algebraic expressions by
identifying numerical factors.
 Learners are able to simplify
algebraic expressions involving
the four operations.
Year 9
Declarative Knowledge:
 Learners understand the index
laws.
 Learners understand the concept
of variables.
 Learners understand the concept
of positive integer indices.
 Learners understand the concept
of zero index.
 Learners understand the concept
of algebraic expressions
(binomials and like terms)
 Learners understand the
Procedural Knowledge:
 Learners are able to extend and
apply the index laws to variables,
using positive integer indices and
the zero index.
 Learners can apply the distributive
law to the expansions of algebraic
expressions including binomials
and collect like terms where
appropriate.
distributive law to expand
algebraic expressions.