Focus Areas from Year 1 Autumn Assessments:
SEN need to work on applying skills to 10 and applying knowledge independently. They also need to practise number recognition to 10/20 where appropriate.
As a whole there needs to be a greater focus on applying skills in contexts, for example money and measures.
Use of mathematical language is good but this now needs to be consolidated in a range contexts.
Problem solving needs to be a focus for all children.
Topic: Objectives: Interventions:
Calculation:
Exploring calculation strategies within 20
(3 weeks)
ARE: 72%
 derive and recall addition facts for totals to 10
 derive and recall addition doubles for all numbers to 10
 add near doubles
 represent and use number bonds and related subtraction facts within 20 (Y1 KPI)
 add and subtract one-digit and two-digit numbers to 20, including zero
 read, write and interpret mathematical statements involving addition (+), subtraction ( –) and equals
(=) signs (within 20)
 solve one-step problems that involve addition and subtraction (to 20), using concrete objects and pictorial representations, and missing number problems such as 7 =  – 9
Below ARE:17%
 represent and use number bonds and related subtraction facts (within 10)
 derive and recall addition facts for totals to 5
 Derive and recall addition doubles for all numbers to 5.
 read, write and interpret mathematical statements involving addition (+), subtraction ( –) and equals (=) signs (within 20)
 solve one-step problems that involve addition and subtraction (to 20), using concrete objects and pictorial representations, and missing number problems such as 7 =  – 9
SEN:10%
 add and subtract one-digit numbers (to 10), including zero
 read and interpret mathematical statements involving addition (+), subtraction ( –) and
 equals (=) signs (within 10) solve one-step problems that involve addition and subtraction (to 10), using concrete objects and missing number problems
Week 1:
Week 2:
Cross-Curricular:

Number and place value:
Numbers to
40
(2 weeks)
ARE:
72%
 count to 40, forwards and backwards, beginning with 0 or 1, or from any given number
 count in multiples of twos (Y1 KPI)
 count in multiples of tens (Y1 KPI)
 identify and represent numbers using objects and pictorial representations including the number
 line (within 40)
 use the language of: equal to, more than, less than (fewer), most, least (within 40)
 given a number, identify one more and one less (within 40)
Calculation:
Adding and subtracting within 40
(3 weeks)
Week 3:
Below ARE: 17%
 consolidate count to 20, forwards and backwards, beginning with 0 or 1, or from any given number
 consolidate count, read and write numbers from 1 to 20 in numerals and words (Y1 KPI)
 recognise the place value of each digit in numbers to 20
SEN: 10%
 count to 10, forwards and backwards, beginning with 0 or 1, or from any given number
 count, read and write numbers to 10 in numerals including zero
 identify and represent numbers using objects.
ARE: 72%
 represent and use number bonds and related subtraction facts within 20 (Y1 KPI)
 add a multiple of 10 to a one-digit number
 add near doubles
 add and subtract numbers using concrete objects, pictorial representations including:
- a two-digit number and ones;
- a two-digit number and tens;
 read, write and interpret mathematical statements involving addition (+), subtraction ( –) and equals (=) signs (within 40)
 solve one-step problems that involve addition and subtraction (to 40), using concrete objects and pictorial representations, and missing number problems such as 7 =  – 9
Below ARE: 17%
 derive and recall addition facts for totals to 10
 derive and recall addition doubles for all numbers to 10
 represent and use number bonds and related subtraction facts within 20 (Y1KPI)
 add and subtract one-digit and two-digit numbers to 20, including zero
 read, write and interpret mathematical statements involving addition (+), subtraction (
–) and equals
(=) signs (within 20)
 solve one-step problems that involve addition and subtraction (to 20), using concrete objects and pictorial representations, and missing number problems such as 7 =  – 9
SEN: 10%
 add and subtract one-digit numbers (to 10), including zero
 read and interpret mathematical statements involving addition (+), subtraction ( –) and
 equals (=) signs (within 10) solve one-step problems that involve addition and subtraction (to 10), using concrete objects and missing number problems
Week 4:
Week 5:
Week 6:

Measurement:
Comparing& estimating, measuring & calculating length, weight and volume
(3 weeks)
ARE: 72%
 compare, describe and solve practical problems for (Y1 KPI):
- lengths and heights [for example, long/short, longer/shorter, tall/short, double/half];
- mass/weight [for example, heavy/light, heavier than, lighter than];
- capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
 measure and begin to record the following:
- lengths and heights;
- mass/weight;
- capacity and volume
Below ARE: 17%
 compare, describe and solve practical problems for (Y1 KPI):
- lengths and heights [for example, long/short, longer/shorter, tall/short, double/half];
- mass/weight [for example, heavy/light, heavier than, lighter than];
- capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
SEN: 10%
 compare, describe and solve practical problems for (Y1 KPI):
- lengths and heights [for example, long/short, longer/shorter, tall/short, double/half];
- mass/weight [for example, heavy/light, heavier than, lighter than];
- capacity and volume [for example, full/empty, more than, less than, half]
Mental Maths:
Number and place value:
 count in steps of 2 from 0 forward
 count from 0 in multiples of 10
 count in 1s forwards and backwards from any given number to 40.
Calculation:
 recall and use addition and subtraction facts to 10 fluently.
 derive and recall doubles to numbers to 10
Assess and Review:
Week 7: