Year 1
Mathematics
Mapped to Old NC Levels
Bridging the Gap
The introduction of the new National Curriculum in September 2015 means that a huge gap has opened up between the
skills needed to master P8 and those needed to complete Year 1 in Mathematics.
Seven Birmingham Special Schools have worked together, funded by the National Centre for Excellence in the Teaching of
Mathematics (NCEMT), to look at ways of helping teachers to bridge this gap. It is expected to be useful to both SEN and
Mainstream schools.
The top box in each section refers to the New National Curriculum objectives.
Underneath are listed objectives from the old National Curriculum - Number (N), Space, Shape & Measures (SS&M) and
Data (D)- and the level they are taken from
Statements highlighted in red correlate directly to objectives in the new Year 1 National Curriculum for Mathematics
All the Bridging the Gap (BTG) documents, links to resources, moderation materials etc are available here.
Documents are available to track back to provide information on essential steps using the old National Curriculum. They
include possible teaching activities / outcomes and resources
Currently these track back from the new NC Year 1 for
 Number, Place Value & Rounding
 Addition & Subtraction
 Multiplication & Division
 Fractions
In addition Mathematics is tracked back through the P levels from P1 to P8 providing teaching activities / outcomes and
resources all the way from P1(i) to Year 1 of the new NC. It is hoped this will be useful to both SEN and Mainstream schools
Year 1
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Number Place Value & Rounding Statutory
count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
given a number, identify one more and one less
identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more
than, less than (fewer), most, least
read and write numbers from 1 to 20 in numerals and words.
2A N
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Pupils accurately count, read, write and order whole numbers to at least 100
and
understand the place value of each digit N.S
2B N
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They recognise odd and even numbers to about 50
Pupils count, read, write and order accurately whole numbers to at least 50
2C N
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They recognise odd and even numbers to 20 and other simple number sequences
Pupils are confident in using numbers up to 20 and are beginning to understand place value
1A N
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Pupils recognise 0 as 'none' and 'zero' in stories and rhymes and when counting and ordering
They record numbers from 0 - 10 and associate these with the number of objects they have counted
Pupils count, read and order numbers from 0 - 20
1B N
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They write numerals up to 10 with increasing accuracy
Pupils count and order numbers (including ordinal numbers) up to 10 in a range of settings
N.S
1C N
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They count from one to ten objects
They make attempts to record numbers up to 10
Pupils read most numbers up to 10 in familiar contexts
Year 1
Number Place Value & Rounding Non Statutory (N.S)
 Pupils practise counting (1, 2, 3…), ordering (for example, first, second, third…), and to indicate a quantity (for example, 3 apples, 2 centimetres),
including solving simple concrete problems, until they are fluent.
 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.
 They practise counting as reciting numbers and counting as enumerating objects, and counting in twos, fives and tens from different multiples to
develop their recognition of patterns in the number system (for example, odd and even numbers), including varied and frequent practice through
increasingly complex questions.
 They recognise and create repeating patterns with objects and with shapes.
Year 1
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Addition & Subtraction Statutory
read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
represent and use number bonds and related subtraction facts within 20
add and subtract one-digit and two-digit numbers to 20, including zero
solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7
= – 9.
3
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Pupils use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers
2A N
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They use mental recall of addition facts up to 10 to add and subtract whole numbers, including multiples of 10
2B N
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They recognise that subtraction is the inverse of addition and use this to solve addition and subtraction problems
2C N
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They begin to know by heart all pairs of whole numbers with totals up to 10 and can use these facts to add or subtract a pair of numbers mentally
Pupils are confident in using numbers up to 20 and are beginning to understand place value
1A N
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They add and subtract numbers when solving problems involving up to 10 objects in a range of contexts
They understand the operations of addition and subtraction and use the related vocabulary
1B N
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Using numbers up to 10, they solve problems involving addition or subtraction, including comparing two sets to find a numerical difference
They demonstrate an understanding of subtraction as the taking away of objects from a group
1C N
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In practical situations they use the vocabulary involved in adding and subtracting and demonstrate an understanding of addition as the combining of two or more groups of objects and subtraction
as the taking away of objects from a group
They count from one to ten objects
They make attempts to record numbers up to 10
Pupils read most numbers up to 10 in familiar contexts
Year 1
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Addition & Subtraction Non Statutory
Pupils memorise and reason with number bonds to 10 and 20 in several forms (for example, 9 + 7 = 16; 16 – 7 = 9; 7 = 16 – 9). They should realise the effect
of adding or subtracting zero. This establishes addition and subtraction as related operations.
Pupils combine and increase numbers, counting forwards and backwards.
They discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether,
total, take away, distance between, difference between, more than and less than, so that pupils develop the concept of addition and subtraction and are
enabled to use these operations flexibly.
Year 1
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Multiplication & Division Statutory
solve one-step problems involving multiplication and division, by calculating the answer using concrete objects,
pictorial representations and arrays with the support of the teacher.
2A N
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Pupils understand the operation of multiplication as repeated addition and as a way of representing the number of items in a rectangular array, and of
division as repeated subtraction or sharing
They understand halving as the inverse of doubling and use this to derive and learn multiplication and division facts from the 2 times table
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2B N
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They can identify doubles and halves using numbers up to 20 and are beginning to understand the concept of 'a quarter' N.S
Year 1
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Multiplication & Division Non Statutory
Through grouping and sharing small quantities, pupils begin to understand: multiplication and division; doubling numbers and quantities; and
finding simple fractions of objects, numbers and quantities.
They make connections between arrays, number patterns, and counting in twos, fives and tens.
Year 1
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Fractions Statutory
recognise, find and name a half as one of two equal parts of an object, shape or quantity
recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.
2A N
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They understand halving as the inverse of doubling and use this to derive and learn multiplication and division facts from the 2 times table
2B N
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They can identify doubles and halves using numbers up to 20 and are beginning to understand the concept of 'a quarter'
Year 1
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Fractions Non Statutory
Pupils are taught half and quarter as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. For
example, they could recognise and find half a length, quantity, set of objects or shape.
Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves
and quarters as parts of a whole.
Year 1
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Measure Statutory
compare, describe and solve practical problems for: 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]
time [for example, quicker, slower, earlier, later]
measure and begin to record the following:
lengths and heights
mass/weight
capacity and volume
time (hours, minutes, seconds)
recognise and know the value of different denominations of coins and notes
sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
recognise and use language relating to dates, including days of the week, weeks, months and years
tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.
2A N
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They tell the time using hours, half-hour and quarter-hour units and use the vocabulary related to time
Pupils begin to use standard units of length (cm, m), mass or weight (g, kg) and capacity (l) to measure and compare quantities and objects
They compare events and timescales using an appropriate standard unit of time (hour, minute, second).
They understand and use £ p notation for money
2B N
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They are beginning to make simple measurements of length, mass/weight and capacity accurately, becoming familiar with using standard units of measurement
They recognise 1p, 2p, 5p, 10p, 20p and 50p coins and can choose coins to make amounts up to 50p
2C N
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They are beginning to link everyday language with mathematical language
They suggest suitable units and measuring equipment to estimate and measure a length, mass / weight or capacity
1A N
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They compare two lengths, masses/weights by direct comparison
They continue and create simple spatial patterns
They recognise directional symbols such as arrows
1B N
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They recognise terms describing position auch as 'on top', 'in front of', 'behind', 'in the middle' and 'in between'
They measure and order more than two objects, using direct comparison
They order everyday events logically and begin to use the vocabulary of time
1C N
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They order objects
Year 1
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Measure Non Statutory
The pairs of terms: mass and weight, volume and capacity, are used interchangeably at this stage.
Pupils move from using and comparing different types of quantities and measures using non-standard units, including discrete (for example, counting) and continuous
(for example, liquid) measurement, to using manageable common standard units.
In order to become familiar with standard measures, pupils begin to use measuring tools such as a ruler, weighing scales and containers.
Pupils use the language of time, including telling the time throughout the day, first using o’clock and then half past .
Year 1
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Geometry Statutory
recognise and name common 2-D and 3-D shapes, including:
2-D shapes [for example, rectangles (including squares), circles and triangles]
3-D shapes [for example, cuboids (including cubes), pyramids and spheres].
describe position, direction and movement, including whole, half, quarter and three-quarter turns.
2A SS & M
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Pupils can identify common shapes by their properties and describe them in terms of their properties, including recognising right angles in 2-D and 3-D shapes
They can sort one collection of 2-D or 3-D shapes in more than one way
They can identify lines of symmetry in simple shapes and recognise shapes with no lines of symmetry
They are beginning to understand angle as a measure of turn
They show an understanding of right angles through movement, including using clockwise and ant-clockwise
2B SS & M
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Pupils use correct terms for common shapes and recognise properties such as faces, edges, sides and corners
They can distinguish between straight and turning movements and can describe positions using terms such as 'at the corner of', 'further away from'
They can recognise and draw a line of symmetry or construct patterns with a line of symmetry
2C SS & M
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Pupils use the correct terms for common shapes and can describe their properties using everyday language
They are beginning to link everyday language with mathematical language
1A SS & M
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Pupils sort and describe 3D & 2D shapes in terms of their properties and positions
They recognise directional symbols such as arrows
1B SS & M
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Pupils work with, recognise and name common 3D shapes
They describe the basic properties of these shapes and make simple comparisons between them using terms such as 'larger', 'smaller', 'curved' and 'straight'
1C SS & M
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They match and sort these shapes in activities
They recognise and name some familiar 2D shapes such as circle, triangle and square
Pupils construct with 3D shapes and make some arrangements and patterns of 2D shapes
Year 1
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Geometry Non Statutory
Pupils handle common 2-D and 3-D shapes, naming these and related everyday objects fluently.
They recognise these shapes in different orientations and sizes, and know that rectangles, triangles, cuboids and pyramids are not always
similar to each other.
Year 1
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Geometry Position & Direction Statutory
describe position, direction and movement, including whole, half, quarter and three-quarter turns.
2A SS & M
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They are beginning to understand angle as a measure of turn
They show an understanding of right angles through movement, including using clockwise and ant-clockwise
2B SS & M
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2C SS & M
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They are beginning to link everyday language with mathematical language
1A SS & M
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They recognise directional symbols such as arrows
1B SS & M
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They recognise terms describing position auch as 'on top', 'in front of', 'behind', 'in the middle' and 'in between'
1C SS & M
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They use everyday vocabulary for properties and positions
Year 1
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Geometry Position & Direction Non Statutory
Pupils use the language of position, direction and motion, including: left and right, top, middle and bottom, on top of, in front of, above, between,
around, near, close and far, up and down, forwards and backwards, inside and outside.
Pupils make whole, half, quarter and three-quarter turns in both directions and connect turning clockwise with movement on a clock face.
Year 2 Statistics
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interpret and construct simple pictograms, tally charts, block diagrams and simple tables
ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
ask and answer questions about totalling and comparing categorical data.
2A N
They sort objects and classify them using more than one criterion
Pupils present data they have collected in simple lists, tables or block graphs and communicate their findings to others
2B N
Pupils organise and classify data using simple lists and tables
2C
They collect data by counting and they record the data in a tally or block graph
2D
Pupils sort objects and classify them using more than one criterion
When they have gathered information, pupils record results in simple lists, tables and block graphs, in order to communicate their findings
1D
Pupils sort objects and classify them, demonstrating the criterion they have used
Year 2 Statistics Non Statutory
Pupils record, interpret, collate, organise and compare information (for example, using many-to-one correspondence in pictograms with simple ratios 2, 5, 10).