Primary maths curriculum review
Content correlation between final (September2013) and previous NC
Schoolzone September 2013
01242 262906 philip@schoolzone.co.uk
Introduction
This correlation table is based on the September 2013 final version of the curriculum.
Correlations to the previous standards were carried out by primary headteachers.
Items in red text are new to the primary curriculum; those in orange have moved from
one year group to another while those in green are largely unchanged from the previous
standards.
Note that this correlation relates only to the learning objectives, not to any changes in
pedagogy, assessment or emphasis.
Code numbers prefixing each learning objective have been introduced by Schoolzone
for referencing purposes.
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Further support documents for the introduction of the new
curriculum can be found at:
http://www.schoolzone.co.uk/schools/NewCurriculum.asp
CONTENTS
Year 1
5
NUMBER
5
Number and place value
5
Addition and subtraction
6
Multiplication and division
6
Fractions
7
MEASUREMENT
8
GEOMETRY
9
Properties of shapes
9
Position and direction
9
Year 2
10
NUMBER
10
Number and place value
10
Addition and subtraction
11
Multiplication and division
12
Fractions
13
MEASUREMENT
14
GEOMETRY
15
Properties of shapes
15
Position and direction
15
STATISTICS
16
Year 3
17
NUMBER
17
Number and place value
17
Addition and subtraction
18
Multiplication and division
19
Fractions
20
MEASUREMENT
21
GEOMETRY
22
Properties of shapes
22
STATISTICS
23
Year 4
24
NUMBER
24
Number, place value
24
Addition and subtraction
25
Multiplication and division
26
Fractions (including decimals)
27
MEASUREMENT
28
GEOMETRY
29
Properties of shapes
29
Position and direction
29
STATISTICS
30
Year 5
31
NUMBER
31
Number and place value
31
Addition and subtraction
32
Multiplication and division
33
Fractions (including decimals and percentages)
34
MEASUREMENT
36
GEOMETRY
37
Properties of shapes
37
Position and direction
38
STATISTICS
38
Year 6
39
NUMBER
39
Number and place value
39
Addition, subtraction, multiplication and division
40
Fractions (including decimals and percentages)
41
RATIO AND PROPORTION
42
ALGEBRA
43
MEASUREMENT
44
GEOMETRY
45
Properties of shapes
45
Position and direction
45
STATISTICS
46
Year 1
Primary maths curriculum review | 5
Year 1
Statutory requirements
Correlation
NUMBER
Number and place value
Pupils should be taught to:
Y1Nu1: count to and across 100, forwards and
backwards, beginning with 0 or 1, or from any
given number
Y1Nu2: count, read and write numbers to 100
in numerals, count in different multiples
including ones, twos, fives and tens
Brought down from Year 2: ‘Count up to
100 objects’. Year 1 was previously
‘count reliably at least 20 objects’.
Brought down from Year 2: ‘To count
up to 100 objects by grouping and
counting them and counting in 10s, 5s
or 2s’…Year 1 was previously ‘read
and write numerals from 0 to 20, then
beyond’. Previous Year 1 objectives
stated: ‘count on or back in 1s, 2s, 5s
and 10s.
Y1Nu3: given a number, identify one more
and one less
Y1Nu4: identify and represent numbers using
concrete objects and pictorial representations
including the number line, and use the
language of: equal to, more than, less than
(fewer), most, least
Y1Nu5: read and write numbers from 1 to 20
in digits and words.
Year 1 was previously ‘read and write
numerals from 0 to 20, then beyond.’
Brought down from Year 2: ‘Read and
write two-digit numbers in figures and
words’.
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Year 1
Primary maths curriculum review | 6
Addition and subtraction
Pupils should be taught to:
Y1Ad1: read, write and interpret mathematical
statements involving addition (+), subtraction
(-) and equals (=) signs
Y1Ad2: represent and use number bonds and
related subtraction facts within 20
Y1Ad3: add and subtract one-digit and twodigit numbers to 20, including zero
Y1Ad4: solve one-step problems that involve
addition and subtraction, using concrete
objects and pictorial representations, and
missing number problems such as 7 =  - 9.
Moved down from Year 2: ‘Derive and
recall all addition and subtraction facts
for each number to at least 10, all pairs
with totals to 20’. Year 1 was
previously: ‘use practical and informal
written methods to support the addition
of a 1 digit number or a multiple of 10
from a 2 digit number/ subtraction of a
1 digit number or 2 digit number and a
multiple of 10 from a 2 digit number.
Year 1 was previously: ‘Solve problems
involving counting, adding, subtracting,
doubling or halving in the context of
numbers, measures or money’;
‘Describe a puzzle or problem using
numbers, practical materials and
diagrams; use these to solve the
problem’; ‘Describe ways of solving
puzzles and problems, explain choices
orally or using pictures.’ The previous
objectives did not stipulate ‘one-step’
problems.
Multiplication and division
Pupils should be taught to:
Y1Mu1: solve one-step problems involving
multiplication and division, calculating the
answer using concrete objects, pictorial
representations and arrays with the support
of the teacher.
Moved down from Year 2: Solving
problems involving multiplication and
division in contexts of numbers,
measures or pounds and pence. Again,
these did not stipulate ‘one-step’
problems.
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Year 1
Primary maths curriculum review | 7
Fractions
Pupils should be taught to:
Y1Fr1: recognise, find and name a half as one
of two equal parts of an object, shape or
quantity
Year 1 was previously: ‘Use the value
of halves and quarters in context’.
Y1Fr2: recognise, find and name a quarter as
one of four equal parts of an object, shape or
quantity
Moved down from Year 2: Finding one
half, one quarter (and three quarters) of
shapes and sets of objects.
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Year 1
Primary maths curriculum review | 8
MEASUREMENT
Pupils should be taught to:
Y1Me1: compare, describe and solve practical
problems for:
Y1Me1a: lengths and heights (e.g.
long/short, longer/shorter, tall/short,
double/half)
Y1Me1b: mass or weight (e.g. heavy/light,
heavier than, lighter than)
Y1Me1c: capacity/volume (full/empty, more
than, less than, quarter)
Y1Me1d: time (quicker, slower, earlier,
later)
Y1Me2: measure and begin to record the
following:
Y1Me2a: lengths and heights
Y1Me2b: mass/weight
Y1Me2c: capacity and volume
Year 1 previously: ‘Estimate, measure,
weigh and compare objects, choosing
and using suitable uniform nonstandard or standard units and
measuring instruments’.
Moved up from Foundation Stage: ‘Use
language such as ‘greater’, ‘smaller’,
‘heavier’ or ‘lighter’ to compare
quantities’.
Very specific vocabulary not seen in
previous framework
Year 1 previously: ‘Use vocabulary
related to time’.
Year 1: ‘To estimate, measure, weigh
and compare objects’, but Year 2
stated what to measure and record i.e.
‘compare and measure lengths,
weights and capacities’; also ‘use units
of time (seconds, minutes, hours, days)’
was previously a Year 2 objective.
Y1Me2d: time (hours, minutes, seconds)
Y1Me3: recognise and know the value of
different denominations of coins and notes
Y1Me4: sequence events in chronological
order using language such as: before and
after, next, first, today, yesterday, tomorrow,
morning, afternoon and evening
Denominations of coins not mentioned
previously, only the context of handling
money e.g. ‘pay’ and ‘give change’.
Y1Me5: recognise and use language relating
to dates, including days of the week, weeks,
months and years
Y1Me6: tell the time to the hour and half past
the hour and draw the hands on a clock face
to show these times.
Drawing the hands on a clock face to
show the hour and half past the hour is
new.
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Year 1
Primary maths curriculum review | 9
GEOMETRY
Properties of shapes
Pupils should be taught to:
Y1Gs1: recognise and name common 2-D and
3-D shapes, including:
Y1Gs1a: 2-D shapes (e.g. rectangles
(including squares), circles and triangles)
Previously said ‘visualise’.
Shapes not previously identified.
Y1Gs1b: 3-D shapes (e.g. cuboids
(including cubes), pyramids and spheres).
Position and direction
Pupils should be taught to:
Y1Gp1: describe position, directions and
movements, including half, quarter and threequarter turns.
Year 1 previously said: ‘use them to
make patterns’ and ‘recognise and
make whole, half and quarter turns’.
Three-quarter turns new.
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Year 2
Primary maths curriculum review | 10
Year 2
Statutory requirements
Correlation
NUMBER
Number and place value
Pupils should be taught to:
Y2Nu1: count in steps of 2, 3, and 5 from 0,
and count in tens from any number,
forward or backward
Y2Nu2: recognise the place value of each
digit in a two-digit number (tens, ones)
Year 2 previously: ‘Count up to 100
objects by grouping them and
counting in 10s, 5s and 2s’; Brought
down from Year 3: ‘Count on from
and back to 0 in single digit steps or
multiples of 10’. Counting in steps of
3 is new.
Y2Nu3: identify, represent and estimate
numbers using different representations,
including the number line
Y2Nu4: compare and order numbers from 0
up to 100; use <, > and = signs
Y2Nu5: read and write numbers to at least
100 in numerals and in words
Y2Nu6: use place value and number facts
to solve problems.
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Year 2
Primary maths curriculum review | 11
Addition and subtraction
Pupils should be taught to:
Y2Ad1: solve problems with addition and
subtraction:
Y2Ad1a: using concrete objects and
pictorial representations, including
those involving numbers, quantities and
measures
Y2Ad1b: applying their increasing
knowledge of mental and written
methods
Y2Ad2: recall and use addition and
subtraction facts to 20 fluently, and derive
and use related facts up to 100
Y2Ad3: add and subtract numbers using
concrete objects, pictorial representations,
and mentally, including:
Y2Ad3a: a two-digit number and ones
Y2Ad3b: a two-digit number and tens
Y2Ad3c: two two-digit numbers
Year 2 previously: ‘Solve problems
including addition, subtraction,
multiplication and division in context
of numbers, measures or pounds and
pence; ‘present solutions to puzzles
and problems in an organized way;
explain decisions, methods and
results in pictorial, spoken or written
form, using mathematical language
and number sentences’.
Year 2 previously only pairs that total
20 and pairs of multiples of 10 with
totals up to 100. Brought down from
Year 3: ‘Derive and recall all addition
and subtraction facts for each number
to 20, sums and differences of
multiples of 10 and number pairs that
total 100’.
Previously only stated ‘add or
subtract mentally a 1 digit number, a
multiple of 10 to or from any 2 digit
number; use practical and informal
written methods to add and subtract 2
digit numbers’. No mention of adding
three 1 digit numbers.
Y2Ad3d: adding three one-digit numbers
Y2Ad4: show that addition of two numbers
can be done in any order (commutative)
and subtraction of one number from
another cannot
Brought up from Year 1: ‘Recognise
that addition can be done in any
order’.
Y2Ad5: recognise and use the inverse
relationship between addition and
subtraction and use this to check
calculations and missing number problems.
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Year 2
Primary maths curriculum review | 12
Multiplication and division
Pupils should be taught to:
Y2Mu1: recall and use multiplication and
division facts for the 2, 5 and 10
multiplication tables, including recognising
odd and even numbers
Y2Mu2: calculate mathematical statements
for multiplication and division within the
multiplication tables and write them using
the multiplication (×), division (÷) and
equals (=) signs
Y2Mu3: show that multiplication of two
numbers can be done in any order
(commutative) and division of one number
by another cannot
Y2Mu4: solve problems involving
multiplication and division, using materials,
arrays, repeated addition, mental methods,
and multiplication and division facts,
including problems in contexts.
Reference to commutative law of
multiplication and division is new.
Year 2 previously stated: ‘Represent
repeated addition and arrays as
multiplication, and sharing and
repeated subtraction (grouping) as
division.’ Never previously stipulated
solving problems.
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Year 2
Primary maths curriculum review | 13
Fractions
Pupils should be taught to:
Y2Fr1: recognise, find, name and write
fractions 1/ 3 , 1/ 4 , 2/ 4 and 3/ 4 of a length,
shape, set of objects or quantity
Y2Fr2: write simple fractions e.g. 1/ 2 of 6 = 3
and recognise the equivalence of 2/4 and
1
/2 .
Year 2 previously only stated: ‘Find
one half, one quarter and three
quarters of shapes and sets of
objects’. Brought down from Year 3:
‘Find unit fractions of numbers and
quantities’
References to 1/3 and 2/4 are new,
as is writing simple fractions and
recognizing the equivalence of two
quarters and one half (although Year
3 previously mentioned reading and
writing proper fractions and using
diagrams to compare fractions and
establish equivalents)
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Year 2
Primary maths curriculum review | 14
MEASUREMENT
Pupils should be taught to:
Y2Me1: choose and use appropriate
standard units to estimate and measure
length/height in any direction (m/cm); mass
(kg/g); temperature (°C); capacity (litres/ml)
to the nearest appropriate unit, using
rulers, scales, thermometers and
measuring vessels
Reference to standard units for
measuring temperature is new.
Y2Me2: compare and order lengths, mass,
volume/capacity and record the results
using >, < and =
Y2Me3: recognise and use symbols for
pounds (£) and pence (p); combine
amounts to make a particular value
Y2Me4: find different combinations of
coins that equal the same amounts of
money
Y2Me5: solve simple problems in a practical
context involving addition and subtraction
of money of the same unit, including giving
change
Y2Me6: compare and sequence intervals of
time
Y2Me7: tell and write the time to five
minutes, including quarter past/to the hour
and draw the hands on a clock face to
show these times
Y2Me8: know the number of minutes in an
hour and the number of hours in a day.
Using the symbols (£, p) was
previously a Year 3 objective:
‘Represent the information in a puzzle
or problem using numbers, images or
diagrams; use these to find a solution
and present it in context, where
appropriate using £.p notation or units
of measure’, although Year 2
objectives did previously state that
pupils should be able to ‘solve
problems involving addition,
subtraction, multiplication or division
in the context of pounds and pence’.
Brought down from Year 3: ‘Read the
time on a 12-hour digital clock and to
the nearest 5 minutes on an analogue
clock’. Year 2 previously stated:
‘Read the time to the quarter hour’.
Writing the time and drawing the
hands on a clock face are new.
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Year 2
Primary maths curriculum review | 15
GEOMETRY
Properties of shapes
Pupils should be taught to:
Y2Gs1: identify and describe the properties
of 2-D shapes, including the number of
sides and symmetry in a vertical line
Y2Gs2: identify and describe the properties
of 3-D shapes, including the number of
edges, vertices and faces

Y2Gs3: identify 2-D shapes on the surface
of 3-D shapes [for example a circle on a
cylinder and a triangle on a pyramid]
Y2Gs4: compare and sort common 2-D and
3-D shapes and everyday objects.
‘edges, vertices and faces’ were not
specified in the old framework, but
taught through ‘describe the
properties of’
The reference to identifying 2-D
shapes on the surface of 3-D shapes
is new, although identifying ‘shapes
from pictures of them in different
positions and orientations’ was
previously a Year 2 objective.
Position and direction
Pupils should be taught to:
Y2Gp1: order and arrange combinations of
mathematical objects in patterns
Y2Gp1: use mathematical vocabulary to
describe position, direction and movement,
including movement in a straight line,
including distinguishing between rotation
as a turn and in terms of right angles for
quarter, half and three- quarter turns
(clockwise and anti-clockwise).
Year 2 previously stated: ‘Describe
patterns and relationships involving
numbers and shapes’, the mention of
‘order and arrange’ is new.
Reference to three-quarter turns is
completely new. Aspects of
recognising that a straight line is
equivalent to 2 right angles previously
appeared in Year 3.
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Year 2
Primary maths curriculum review | 16
STATISTICS
Pupils should be taught to:
Y2Da1: interpret and construct simple
pictograms, tally charts, block diagrams
and simple tables
Y2Da2: ask and answer simple questions by
counting the number of objects in each
category and sorting the categories by
quantity
Y2Da3: ask and answer questions about
totalling and compare categorical data.
Some aspects moved up from Year 1:
‘present outcomes using practical
resources, pictures, block graphs or
pictograms’. Year 2 previously stated:
‘collecting and recording data is lists
and tables; represent the data as
block graphs or pictograms to show
results’. ‘Interpreting’ and ‘tally charts’
moved down from Year 3: ‘Answer a
question by collecting, organizing and
interpreting data; use tally charts,
frequency tables, pictograms and bar
charts to represent results and
illustrate observations’.
Asking questions not previously
referred to.
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Year 3
Primary maths curriculum review | 17
Lower Key Stage 2
Year 3
Statutory requirements
Correlation
NUMBER
Number and place value
Pupils should be taught to:
Y3Nu1: count from 0 in multiples of 4, 8, 50
and 100; finding 10 or 100 more or less than
a given number
Y3Nu2: recognise the place value of each digit
in a three-digit number (hundreds, tens,
ones)
Y3Nu3: compare and order numbers up to
1000
Y3Nu4: identify, represent and estimate
numbers using different representations
Y3Nu5: read and write numbers up to 1000 in
numerals and in words
Previously Year 3: ‘Derive and recall
multiplication facts for the 2, 3, 4, 5, 6
and 10 times tables’ and ‘multiply 1
digit and 2 digit numbers by 10 and
100 and describe the effect’. Multiples
of 8 and 50 are new, but link to
doubling and halving, such as: ‘Use
knowledge of number operations and
corresponding inverses, including
doubling and halving, to estimate and
calculations’.
Finding 10 or 100 more or less than a
given number has been moved down
from Year 4: ‘Use knowledge of
addition and subtraction facts and
place value to derive sums and
differences of pairs of multiples of 10,
100’.
Y3Nu6: solve number problems and practical
problems involving these ideas.
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Year 3
Primary maths curriculum review | 18
Addition and subtraction
Pupils should be taught to:
Y3Ad1: add and subtract numbers mentally,
including:
 a three-digit number and ones
 a three-digit number and tens
 a three-digit number and hundreds
Y3Ad2: add and subtract numbers with up to
three digits, using the formal written methods
of columnar addition and subtraction
Y3Ad3: estimate the answer to a calculation
and use inverse operations to check answers
Year 3 previously stated: ‘Add or
subtract mentally combinations of 1
digit and 2 digit numbers’ and
‘partition 3 digit numbers into multiples
of 100, 10 and 1 in different ways’.
The mention of mentally adding and
subtracting 3 digit numbers is new.
The previous Year 3 objectives
merely stated: ‘Develop and use
written methods to record, support or
explain addition and subtraction of 2
digit and 3 digit numbers’. The specific
reference to ‘formal written methods of
columnar addition and subtraction’ is
new.
Y3Ad4: solve problems, including missing
number problems, using number facts, place
value, and more complex addition and
subtraction.
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Year 3
Primary maths curriculum review | 19
Multiplication and division
Pupils should be taught to:
Y3Mu1: recall and use multiplication and
division facts for the 3, 4 and 8 multiplication
tables
Y3Mu2: write and calculate mathematical
statements for multiplication and division
using the multiplication tables that they know,
including for two-digit numbers times onedigit numbers, using mental and progressing
to formal written methods
Y3Mu3: solve problems, including missing
number problems, involving multiplication
and division, including integer scaling
problems and correspondence problems in
which n objects are connected to m objects.
Previously Year 3: ‘Derive and recall
multiplication facts for the 2, 3, 4, 5, 6
and 10 times tables’. The reference to
the 8 times table is new.
The new PoS refers to mathematical
‘statements’, whereas previously
these were mathematical ‘sentences’.
It was unclear what this objective
referred to without the use of the
guidance notes, which state: ‘Pupils
should develop reliable written
methods for multiplication and
division, starting with calculations of 2
digit numbers by 1 digit numbers and
progressing to the efficient written
methods of short multiplication and
division’ and ‘solve simple problems in
contexts, deciding which of the four
operations to use and why, including
measuring and scaling contexts, and
correspondence problems in which m
objects are connected to n objects
(e.g. 3 hats and 4 coats, how many
different outfits; 12 sweets shared
equally between 4 children; 4 cakes
shared equally between 8 children)’.
The previous Year 3 objectives related
to this were: ‘Solve one step and two
step problems involving numbers,
money or measures, including time,
choosing and carrying out appropriate
calculations’ and ‘use practical and
informal written methods to multiply
and divide two digit numbers’.
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Year 3
Primary maths curriculum review | 20
Fractions
Pupils should be taught to:
Y3Fr1: count up and down in tenths; recognise
that tenths arise from dividing an object into
10 equal parts and in dividing one-digit
numbers or quantities by 10
Y3Fr2: recognise, find and write fractions of a
discrete set of objects: unit fractions and nonunit fractions with small denominators
Y3Fr3: recognise and use fractions as
numbers: unit fractions and non-unit fractions
with small denominators
Year 3 previously stated: ‘count on or
back from zero in single digit steps or
multiples of 10’. The reference to
tenths is new.
Year 3 previously stated: ‘Read and
write proper fractions interpreting the
denominator as the parts of the whole
and the numerator as the number of
parts’ and ‘find unit fractions of
numbers and quantities’;
distinguishing between ‘unit fractions
and non-unit fractions’ is new.
Y3Fr4: recognise and show, using diagrams,
equivalent fractions with small denominators
Y3Fr5: add and subtract fractions with the
same denominator within one whole
(e.g. 5/ 7 + 1/ 7 = 6/ 7 )
Adding and subtracting fractions with
the same denominator within one
whole is new.
Y3Fr6: compare and order unit fractions, and
fractions with the same denominator
Y3Fr7: solve problems that involve all of the
above.
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Year 3
Primary maths curriculum review | 21
MEASUREMENT
Pupils should be taught to:
Y3Me1: measure, compare, add and subtract:
lengths (m/cm/mm); mass (kg/g);
volume/capacity (l/ml)
Y3Me2: measure the perimeter of simple 2-D
shapes
Y3Me3: add and subtract amounts of money
to give change, using both £ and p in
practical contexts
Moved down from Year 4: ‘Draw
rectangles and measure and calculate
their perimeters’. Previously Year 5:
‘Measure and calculate the perimeter
of regular and irregular polygons’.
Y3Me4: tell and write the time from an
analogue clock, including using Roman
numerals from I to XII, and 12-hour and 24hour clocks
Year 3 previously stated: Read the
time on a 12 hour digital clock and to
the nearest 5 minutes on an analogue
clock’. No mention of roman numerals
previously. Brought down from Year 5:
‘Read time using 24 hour clock
notation.
Y3Me5: estimate and read time with
increasing accuracy to the nearest minute;
record and compare time in terms of
seconds, minutes, hours and o’clock; use
vocabulary such as a.m./p.m., morning,
afternoon, noon and midnight
Moved down from Year 4: ‘Read time
to the nearest minute; use am, pm
and 12 hour clock notation’.
Y3Me6: know the number of seconds in a
minute and the number of days in each
month, year and leap year
Moved up from Year 2: ‘Use units of
time (seconds, minutes, hours and
days) and know the relationships
between them.’
Y3Me7: compare durations of events, for
example to calculate the time taken by
particular events or tasks.
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Year 3
Primary maths curriculum review | 22
GEOMETRY
Properties of shapes
Pupils should be taught to:
Y3Gs1: draw 2-D shapes and make 3-D
shapes using modelling materials; recognise
3-D shapes in different orientations; and
describe them
Y3Gs2: recognize that angles are a property of
shape or a description of a turn
Knowing that a right angle represents
a quarter turn was previously a Year 2
objective, whereas identifying right
angles in 2D shapes was Year 3.
Y3Gs3: identify right angles, recognise that
two right angles make a half-turn, three make
three quarters of a turn and four a complete
turn; identify whether angles are greater than
or less than a right angle.
Simply identifying greater of less than
90 degrees is similar to before,
although ‘compare and order angles
less than 180 degrees’ was previously
Year 4 and some aspects of
estimating obtuse and acute angles
did not previously appear until Year 5.
Y3Gs4: identify horizontal, vertical,
perpendicular and parallel lines.
Moved down from Year 4:
‘Recognising horizontal and vertical
lines’. Moved down from Year 5:
‘recognise parallel and perpendicular
lines in grids and shapes’.
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Year 3
Primary maths curriculum review | 23
STATISTICS
Pupils should be taught to:
Y3Da1: interpret and present data using bar
charts, pictograms and tables
Y3Da2: solve one-step and two-step questions
[for example ‘How many more?’ and ‘How
many fewer?’] using information presented in
scaled bar charts and pictograms and tables.
Previously a Year 2 objective: ‘Answer
a question by collecting and recording
data in lists and tables; represent the
data as block graphs or pictograms’.
Previous Year 3 objectives stated:
‘answer a question by collecting,
organising and interpreting data; use
tally charts, frequency tables,
pictograms and bar charts’.
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Year 4
Primary maths curriculum review | 24
Year 4
Statutory requirements
Correlation
NUMBER
Number, place value
Pupils should be taught to
Y4Nu1: count in multiples of 6, 7, 9, 25 and
1000
Y4Nu2: find 1000 more or less than a given
number
Previously Year 4: ‘Derive and recall
multiplication facts up to 10 x 10’ and
‘use knowledge of addition and
subtraction facts and place value to
derive sums and differences of pairs of
multiples of 10, 100 or 1000’.
Previously Year 5: ‘multiply by 25 (e.g.
16 x 25)’
Not specified beyond ‘saying 1 more or
less than’ or ’10 more or less than’
(Year 1) in the old framework
Y4Nu3: count backwards through zero to
include negative numbers
Y4Nu4: recognise the place value of each
digit in a four-digit number (thousands,
hundreds, tens, and ones)
Y4Nu5: order and compare numbers beyond
1000
Y4Nu6: identify, represent and estimate
numbers using different representations
Brought down from Year 5: ‘Count from
any given number in whole-number and
decimal steps, extending beyond zero
when counting backwards’.
Year 4 previously: ‘Partition, round and
order 4 digit whole numbers.’
Moved up from Year 3: ‘Read, write
and order whole numbers to at least
1000 and position them on a number
line’.
Y4Nu7: round any number to the nearest 10,
100 or 1000
Y4Nu8: solve number and practical problems
that involve all of the above and with
increasingly large positive numbers
Y4Nu9: read Roman numerals to 100 (I to C)
and know that, over time, the numeral
system changed to include the concept of
zero and place value.
No mention of Roman numerals
previously.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 4
Primary maths curriculum review | 25
Addition and subtraction
Pupils should be taught to:
Y4Ad1: add and subtract numbers with up to
4 digits using the efficient written methods
of columnar addition and subtraction where
appropriate
No year group previously specified
addition and subtraction with numbers
up to 4 digits.
Y4Ad2: estimate and use inverse operations
to check answers to a calculation

Y4Ad3: solve addition and subtraction twostep problems in contexts, deciding which
operations and methods to use and why.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 4
Primary maths curriculum review | 26
Multiplication and division
Pupils should be taught to:
Y4Mu1: recall multiplication and division
facts for multiplication tables up to 12 × 12
Y4Mu2: use place value, known and derived
facts to multiply mentally and divide
mentally, including: multiplying by 0 and 1;
dividing by 1; multiplying together three
numbers


Year 4 previously stated: ‘Derive and
recall multiplication facts up to 10 x 10’.
No previous mention of multiplying
mentally until Year 5: ‘Extend mental
methods for whole-number
calculations, for example to multiply a 2
digit by a 1 digit number’; multiplying by
0 and 1 and multiplying 3 numbers not
previously specified. Mental division not
previously specified, including dividing
by 1.
Y4Mu2: recognise and use factor pairs and
commutativity in mental calculations
Moved down from Year 5: ‘Identify pairs
of factors of two-digit whole numbers
and find common multiples’, although
not specifically related to mental
calculations. No mention previously of
commutativity in mental calculations.
Y4Mu3: multiply two-digit and three-digit
numbers by a one-digit number using formal
written layout
Year 4 previously stated: ‘Develop and
use written methods to record, support
and explain multiplication of 2 digit
numbers by a 1 digit number’.
Y4Mu4: solve problems involving multiplying
and adding, including using the distributive
law to multiply two digit numbers by one
digit, integer scaling problems and harder
correspondence problems such as which n
objects are connected to m objects.
Moved down from Year 5: refining
written methods to multiply and HTU.
Formal written layout not previously
stated.
Year 4 previously stated: ‘Solve onestep and two-step problems; choose
and carry out appropriate calculations’.
The guidance notes for the new PoS
state: ‘Pupils should write statements
about the equality of expressions [e.g.
use the distributive law 39 × 7 = 30 × 7
+ 9 × 7 and associative law (2 × 3) × 4
= 2 × (3 × 4)]’ and ‘Pupils should solve
two-step problems in contexts,
choosing the appropriate operation,
working with increasingly harder
numbers. This should include
correspondence questions such as
three cakes shared equally between 10
children.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 4
Primary maths curriculum review | 27
Fractions (including decimals)
Pupils should be taught to:
Y4Fr1: recognise and show, using
diagrams, families of common equivalent
fractions
Previously Year 4: Use diagrams to
identify equivalent fractions (e.g. 6/8 and
3/4, or 70/100 and 7/10)’
Y4Fr2: count up and down in hundredths;
recognise that hundredths arise when
dividing an object by a hundred and dividing
tenths by ten
The previous Year 4 framework only
stated: ‘counting on or back in steps of
constant size’; no specific mention of
counting in fractions.
Y4Fr3: solve problems involving increasingly
harder fractions to calculate quantities, and
fractions to divide quantities, including nonunit fractions where the answer is a whole
number
Previously Year 4: ‘Find fractions of
numbers, quantities or shapes’ Year 5
stated: ‘solve problems involving
proportions of quantities (e.g. decrease
quantities in a recipe designed to feed
six people)

Y4Fr4: add and subtract fractions with the
same denominator
Not previously specified
Y4Fr5: recognise and write decimal
equivalents of any number of tenths or
hundredths
Y4Fr6: recognise and write decimal
equivalents to 1/ 4 ; 1/ 2 ; 3/ 4
Y4Fr7: find the effect of dividing a one- or
two-digit number by 10 and 100, identifying
the value of the digits in the answer as
units, tenths and hundredths
Year 4 previously: ‘Divide numbers to
1000 by 10 and the 100 (whole number
answers). Brought down from Year 5:
‘Use understanding of place value to
divide whole numbers and decimals by
10, 100 or 1000’.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 4
Y4Fr8: round decimals with one decimal
place to the nearest whole number

Y4Fr9: compare numbers with the same
number of decimal places up to two decimal
places
Primary maths curriculum review | 28
Moved down from Year 5: ‘Explain what
each digit represents in whole numbers
and decimals with up to two places,
and partition, round and order these
numbers’. Rounding to one decimal
place not mentioned previously.

Y4Fr10: solve simple measure and money
problems involving fractions and decimals to
two decimal places.
MEASUREMENT
Pupils should be taught to:
Y4Me1: convert between different units of
measure (e.g. kilometre to metre; hour to
minute)
Moved down from Year 5: ‘Convert
larger to smaller units using decimals to
one place (e.g. change 2.6kg to 2600g)
Y4Me2: measure and calculate the perimeter
of a rectilinear figure (including squares) in
centimetres and metres
Year 4 previously: ‘Draw rectangles
and measure and calculate their
perimeter. Year 5 stated: ‘measure and
calculate the perimeter of regular and
irregular polygons’.
Y4Me3: find the area of rectilinear shapes by
counting squares
Y4Me4: estimate, compare and calculate
different measures, including money in
pounds and pence
Y4Me5: read, write and convert time
between analogue and digital 12 and 24hour clocks

No previous mention of estimating and
calculating money.
Moved down from Year 5: ‘Read
timetables and time using 24 hour clock
notation’.
Y4Me6: solve problems involving converting
from hours to minutes; minutes to seconds;
years to months; weeks to days.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 4
Primary maths curriculum review | 29
GEOMETRY
Properties of shapes
Pupils should be taught to:
Y4Gs1: compare and classify geometric
shapes, including quadrilaterals and
triangles, based on their properties and
sizes
Y4Gs2: identify acute and obtuse angles and
compare and order angles up to two right
angles by size
Terms ‘acute’ and ‘obtuse’ not
previously introduced until Year 5. Year
4 stated: ‘compare and order angles
less than 180 degrees’.
Y4Gs3: identify lines of symmetry in 2-D
shapes presented in different orientations
Y4Gs4: complete a simple symmetric figure
with respect to a specific line of symmetry.
Moved up from Year 3: ‘Draw and
complete shapes with reflective
symmetry; draw the reflection of a
shape in a mirror line along one side.
Position and direction
Pupils should be taught to:
Y4Gp1: describe positions on a 2-D grid as
coordinates in the first quadrant
Y4Gp2: describe movements between
positions as translations of a given unit to
the left/right and up/down
Y4Gp3: plot specified points and draw sides
to complete a given polygon.
Moved down from Year 5: ‘Read and
plot coordinates in the first quadrant’.
‘Follow and give instructions involving
position, direction and movement’ was
previously Year 2; objectives in
subsequent years refer to using
compass directions to describe
movements. Drawing the position of a
shape after translation was not
previously expected until Year 5.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 4
Primary maths curriculum review | 30
STATISTICS
Pupils should be taught to:
Y4Da1: interpret and present discrete and
continuous data using appropriate graphical
methods, including bar charts and time
graphs
Y4Da2: solve comparison, sum and
difference problems using information
presented in bar charts, pictograms, tables
and other graphs.
Year 4 previously: ‘Answer a question
by identifying what data to collect;
organise, present, analyse and interpret
the data in tables, diagrams, tally
charts, pictograms and bar charts,
using ICT where appropriate.’
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Year 5
Primary maths curriculum review | 31
Upper Key Stage 2
Year 5
Statutory requirements
Correlation
NUMBER
Number and place value
Pupils should be taught to:
Y5Nu1: read, write, order and compare
numbers to at least 1,000,000 and
determine the value of each digit
Y5Nu2: count forwards or backwards in
steps of powers of 10 for any given number
up to 1,000,000
Year 5 previously: ‘Count from any
given number in whole number and
decimal steps, extending beyond zero
when counting backwards; relate the
numbers to their position on a number
line’ and ‘explain what each digit
represents in whole numbers’. Upper
limit [i.e. at least 1,000,000] not
previously specified.
Y5Nu3: interpret negative numbers in
context, count forwards and backwards with
positive and negative whole numbers
through zero
Y5Nu4: round any number up to 1,000,000 to
the nearest 10, 100, 1000, 10,000 and
100,000
Year 5 stated: ‘Explain what each digit
represents in whole numbers and
decimals with up to 2 places, and
partition, round and order these
numbers. Upper limit of 1,000,000 not
previously specified. Year 4 previously
stated: ‘Partition, round and order 4
digit whole numbers’.
Y5Nu5: solve number problems and practical
problems that involve all of the above
Y5Nu6: read Roman numerals to 1000 (M)
and recognise years written in Roman
numerals.
No mention of Roman numerals
previously.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 5
Primary maths curriculum review | 32
Addition and subtraction
Pupils should be taught to:
Y5Ad1: add and subtract whole numbers
with more than 4 digits, including using
formal written methods (columnar addition
and subtraction)
Y5Ad2: add and subtract numbers mentally
with increasingly large numbers
No previous mention of adding and
subtracting whole numbers with more
than 4 digits. Year 4 previously stated:
‘Refine and use efficient written
methods to add and subtract 2 digit and
3 digit whole numbers’, whereas Year 5
stated: ‘use efficient written methods to
add and subtract whole numbers and
decimals with up to 2 places’. No
specific reference to columnar addition
and subtraction.
Y5Ad3: use rounding to check answers to
calculations and determine, in the context of
a problem, levels of accuracy
Y5Ad4: solve addition and subtraction multistep problems in contexts, deciding which
operations and methods to use and why.
Previously only specified ‘one step and
two step problems’
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 5
Primary maths curriculum review | 33
Multiplication and division
Pupils should be taught to:
Y5Mu1: identify multiples and factors,
including finding all factor pairs of a number,
and common factors of two numbers.
Y5Mu2: know and use the vocabulary of
prime numbers, prime factors and
composite (non-prime) numbers
Y5Mu3: establish whether a number up to
100 is prime and recall prime numbers up to
19
Y5Mu4: multiply numbers up to 4 digits by a
one- or two-digit number using a formal
written method, including long multiplication
for two-digit numbers.
Y5Mu5: multiply and divide numbers
mentally drawing upon known facts
Y5Mu6: divide numbers up to 4 digits by a
one-digit number using the formal written
method of short division and interpret
remainders appropriately for the context
Y5Mu7: multiply and divide whole numbers
and those involving decimals by 10, 100
and 1000
Y5Mu8: recognise and use square numbers
and cube numbers, and the notation for
squared (2) and cubed (3)
Y5Mu9: solve problems involving
multiplication and division including using
their knowledge of factors and multiples,
squares and cubes
Moved down from Year 6: ‘Recognise
that prime numbers have only two
factors and identify prime numbers less
than 100’.
Year 5 previously: ‘Refine and use
efficient methods to multiply HTU x U,
TU x TU, U.t x U’. Moved down from
Year 6: ‘Use efficient written methods to
multiply 2 digit and 3 digit integers by a
2 digit integer’. 4 digit numbers not
previously specified.
Year 5 previously: ‘Refine and use
efficient methods to divide HTU÷U’.
Moved down from Year 6: Use efficient
written methods to divide integers by a
one digit integer’. No specific reference
4 digit numbers, short division method
or remainders, but remainders are
referred to in earlier years (Years 2 - 4).
Moved down from Year 6: Use
knowledge of multiplication facts to
derive quickly squares of numbers to
12 x 12 and the corresponding squares
of multiples of 10’. No mention of cube
numbers previously although perhaps
some familiarity though volume.
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Year 5
Primary maths curriculum review | 34
Y5Mu10: solve problems involving addition,
subtraction, multiplication and division and a
combination of these, including
understanding the meaning of the equals
sign
Y5Mu11: solve problems involving
multiplication and division, including scaling
by simple fractions and problems involving
simple rates.
Fractions (including decimals and
percentages)
Pupils should be taught to:
Y5Fr1: compare and order fractions whose
denominators are all multiples of the same
number
Moved down from year 6: ‘Order a set
of fractions by converting them to
fractions with a common denominator’;
‘Express a larger whole number as a
fraction of a smaller one (e.g. recognise
that 8 slices of 5 slice pizza represent
8/5 or 1 3/5 pizzas)
Y5Fr2: Identify, name and write equivalent
fractions of a given fraction, represented
visually, including tenths and hundredths
Moved up from Year 4: ‘Use diagrams
to identify equivalent fractions’; ‘find
equivalent fractions (e.g. 7/10 = 14/20,
or 19/10 = 19/10)’ was Year 5.
Y5Fr3: recognise mixed numbers and
improper fractions and convert from one
form to the other and write mathematical
statements > 1 as a mixed number (e.g. 2/ 5
+ 4/ 5 = 6/ 5 = 11/ 5 )
‘Interpret mixed numbers and position
them on a number line’ has been
moved up from Year 4. No previous
mention of improper fractions or writing
mathematical statements > 1 as mixed
number.
Y5Fr4: add and subtract fractions with the
same denominator and multiples of the
same number
Y5Fr5: multiply proper fractions and mixed
numbers by whole numbers, supported by
materials and diagrams
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Year 5
Primary maths curriculum review | 35
Y5Fr6: read and write decimal numbers as
fractions (e.g. 0.71 = 71/ 100 )
Y5Fr7: recognise and use thousandths and
relate them to tenths, hundredths and
decimal equivalents
Moved down from Year 6: ‘Use decimal
notation for tenths, hundreths and
thousandths’.
Y5Fr8: round decimals with two decimal
places to the nearest whole number and to
one decimal place
Y5Fr9: read, write, order and compare
numbers with up to three decimal places
Y5Fr10: solve problems involving number up
to three decimal places.
Moved down from Year 6: ‘Partition,
round and order decimals with up to
three places and position them on the
number line’.
Y5Fr11: recognise the per cent symbol (%)
and understand that per cent relates to
“number of parts per hundred”, and write
percentages as a fraction with denominator
100, and as a decimal
Y5F126: solve problems which require
knowing percentage and decimal
equivalents of 1/ 2 , 1/ 4 , 1/ 5 , 2/ 5 , 4/ 5 and those
with a denominator of a multiple of 10 or 25.
Problem solving not specified to such a
degree in the previous framework.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 5
Primary maths curriculum review | 36
MEASUREMENT
Pupils should be taught to:
Y5Me1: convert between different units of
metric measure (e.g. kilometre and metre;
metre and centimetre; centimetre and
millimetre; kilogram and gram; litre and
millilitre)

Y5Me2: understand and use equivalences
between metric and common imperial units
such as inches, pounds and pints
Moved down from Year 6 progression
to Year 7: ‘Measure and calculate using
imperial units still in everyday use;
know their approximate metric values’.
Units not previously specified.
Y5Me3: measure and calculate the perimeter
of composite rectilinear shapes in
centimetres and metres
Year 5 previously stated: ‘measure and
calculate the perimeter of regular and
irregular polygons’. Year 6 mentioned
calculating the ‘perimeter of rectilinear
shapes’, no mention of ‘composite’ or
the units of measurement previously.
Y5Me4: calculate and compare the area of
squares and rectangles including using
standard units, square centimetres (cm2)
and square metres (m2) and estimate the
area of irregular shapes
Year 5 previously stated: ‘Use the
formula for the area of a rectangle to
calculate the rectangle’s area’.
Standard units not previously specified.
Moved down from Year 6: ‘Estimate the
area of an irregular shape by counting
squares’.
Y5Me5: estimate volume [for example, using
Year 5 previously: ‘Read, choose, use
and record standard metric units to
estimate capacity to a suitable degree
of accuracy.’ ‘Solving problems by
measuring, estimating and calculating’
and calculating the volume of cubes
and cuboids was previously Year 6
progression to Year 7
3
1 cm blocks to build cuboids (including
cubes)] and capacity [for example, using
water]
Y5Me6: solve problems involving converting
between units of time
Y5Me7: use all four operations to solve
problems measure [for example length,
mass, volume, money] using decimal
notation, including scaling.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 5
Primary maths curriculum review | 37
GEOMETRY
Properties of shapes
Pupils should be taught to:
Y5Gs1: identify 3-D shapes, including cubes
and cuboids, from 2-D representations
Y5Gs2: know angles are measured in
degrees; estimate and compare
acute, obtuse and reflex angles
Y5Gs3: measure them and draw a given
angle, writing its size in degrees (o)
Y5Gs4: identify:
Y5Gs4a: angles at a point and one whole
turn (total 360o)
Y5Gs4b: angles at a point on a straight line
and ½ a turn (total 180o)
Y5Gs4c: other multiples of 90o
Y5Gs5: use the properties of a rectangle to
deduce related facts and find missing lengths
and angles
Y5Gs6: distinguish between regular and
irregular polygons based on reasoning about
equal sides and angles.
Moved up from Year 4: ‘Know that
angles are measured in degrees’.
Previously Year 5: ‘Estimate, draw and
measure acute and obtuse angles
using an angle measurer or protractor
to suitable degree of accuracy’.
‘Compare and order angles less than
180 degrees’ moved up from Year 4.
Reflex angles not previously specified.
Calculating angles around a point was
previously Year 6, but knowing that
angles on a straight line is the
equivalent of 2 right angles was Year 3
and one whole turn = 360 degrees was
Year 4. It is likely that all these
objectives would be explored further in
Year 5; calculating angles in a straight
line was previously Year 5.
Not mentioned previously, although
properties of squares are often used to
calculate area or an irregular shape in
SATs questions, for example. Linked
through Year 6 as: ‘To make and draw
shapes with increasing accuracy and
apply knowledge of their properties.’
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 5
Primary maths curriculum review | 38
Position and direction
Pupils should be taught to:
Y5Gp1: identify, describe and represent the
position of a shape following a reflection or
translation, using the appropriate language,
and know that the shape has not changed.
Moved down from Year 6: ‘Visualise
and draw on grids of different types
where a shape will be after reflection,
after translations, or after rotation
through 90 or 180 degrees about its
centre or one of its vertices
STATISTICS
Pupils should be taught to:
Y5Da1: solve comparison, sum and
difference problems using information
presented in a line graph
Y5Da1: complete, read and interpret
information in tables, including timetables.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 6
Primary maths curriculum review | 39
Year 6
Statutory requirements
Correlation
NUMBER
Number and place value
Pupils should be taught to:
Y6Nu1: read, write, order and compare
numbers up to 10 000 000 and determine
the value of each digit
Year 5 previously: ‘Count from any
given number in whole number and
decimal steps, extending beyond zero
when counting backwards; relate the
numbers to their position on a number
line’ and ‘explain what each digit
represents in whole numbers’. Upper
limit [i.e. at least 10,000,000] not
previously specified.
Y6Nu2: round any whole number to a
required degree of accuracy
Moved up from Year 5: ‘Explain what
each digit represent in whole numbers
and partition, round and order these
numbers’.
Y6Nu3: use negative numbers in context,
and calculate intervals across zero
Using positive and negative numbers in
context and positioning on a number
line was previously first introduced in
Year 4. Finding the difference between
a positive and negative integer or two
negative integers was Year 6.
Y6Nu4: solve number problems and practical
problems that involve all of the above.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 6
Primary maths curriculum review | 40
Addition, subtraction, multiplication and
division
Pupils should be taught to:
Y6Ad1: multiply multi-digit numbers up to 4
digits by a two-digit whole number using the
efficient written method of long multiplication
Y6Ad2: divide numbers up to 4 digits by a
two-digit whole number using the formal
written method of long division, and
interpret remainders as whole number
remainders, fractions, or by rounding, as
appropriate for the context
Year 6 previously: ‘Use efficient written
methods to multiply and divide integers
and decimals by a 1 digit integer and to
multiply 2 digit and 3 digit integers by a
2 digit integer’. No specific reference to
4 digit numbers or long multiplication or
long division methods previously. Year
6 progression to Year 7 stated: ‘Extend
division to dividing 3 digit integers by 2
digit integers’.
Y6Ad3: divide numbers up to 4 digits by a
two-digit number using the formal written
method of short division where
appropriate, interpreting remainders
according to the context
Y6Ad4: perform mental calculations,
including with mixed operations and large
numbers
Moved down from Year 6 progression
to Year 7: ‘Use the order of operations,
including brackets’.
Y6Ad5: identify common factors, common
multiples and prime numbers
Y6Ad6: use their knowledge of the order of
operations to carry out calculations involving
the four operations
Y6Ad7: solve addition and subtraction multistep problems in contexts, deciding which
operations and methods to use and why.
Y6Ad7: solve problems involving addition,
subtraction, multiplication and division
Y6Ad8: use estimation to check answers to
Correlations are the intellectual property of Schoolzone.co.uk Ltd
calculations and determine, in the context of
a problem, levels of accuracy.
Year 6
Primary maths curriculum review | 41
Fractions (including decimals and
percentages)
Pupils should be taught to:
Y6Fr1: use common factors to simplify
fractions; use common multiples to express
fractions in the same denomination
Y6Fr2: compare and order fractions,
including fractions >1
Year 6 previously just specified: ‘order
a set of fractions by converting them to
fractions with a common denominator’.
Y6Fr3: add and subtract fractions with
different denominators and mixed numbers,
using the concept of equivalent fractions
Y6Fr4: multiply simple pairs of proper
fractions, writing the answer in its simplest
form (e.g. 1/ 4 × 1/ 2 = 1/ 8 )
Not previously specified
Y6Fr5: divide proper fractions by whole
numbers (e.g. 1/ 3 ÷ 2 = 1/ 6 ).
Y6Fr6: associate a fraction with division to
calculate decimal fraction equivalents (e.g.
0.375) for a simple fraction (e.g. 3/8)
Y6Fr7: identify the value of each digit to three
decimal places and multiply and divide
numbers by 10, 100 and 1000 where the
answers are up to three decimal places
Y6Fr8: multiply one-digit numbers with up to
two decimal places by whole numbers
Y6Fr9: use written division methods in cases
where the answer has up to two decimal
places
Previously a one digit number with one
decimal place.
Not previously specified.
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Year 6
Primary maths curriculum review | 42
Y6Fr10: solve problems which require
answers to be rounded to specified degrees
of accuracy
Y6Fr11: recall and use equivalences
between simple fractions, decimals and
percentages, including in different contexts.
RATIO AND PROPORTION
Pupils should be taught to:
Y6Ra1: solve problems involving the relative
sizes of two quantities, where missing
values can be found by using integer
multiplication and division facts
Y6Ra2: solve problems involving the
calculation of percentages [for example, of
measures, and such as 15% of 360] and the
use of percentages for comparison
Y6Ra3: solve problems involving similar
shapes where the scale factor is known
or can be found
Y6Ra4: solve problems involving unequal
sharing and grouping using knowledge of
fractions and multiples.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 6
Primary maths curriculum review | 43
ALGEBRA
Pupils should be taught to:
Y6Al1: use simple formulae
Y6Al3: generate and describe linear number
sequences
Y6Al1: express missing number problems
algebraically
Y6Al4: find pairs of numbers that satisfy
number sentences involving two unknowns
Year 6 previously stated: ‘Represent
and interpret sequences, patterns and
relationships involving numbers and
shapes; construct and use simple
expressions and formulae in words
then symbols’. Year 6 progression to
Year 7 introduced the idea of using
letters or symbols to represent
unknown numbers or variables.
Y6Al5: enumerate possibilities of
combinations of two variables.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 6
Primary maths curriculum review | 44
MEASUREMENT
Pupils should be taught to:
Y6Me1: solve problems involving the
calculation and conversion of units of
measure, using decimal notation up to three
decimal places where appropriate
Convert between units using decimals
to 2 places was Year 6. Using 3
decimal places has been moved down
from Year 6 progression to Year 7.
Y6Me2: use, read, write and convert
between standard units, converting
measurements of length, mass, volume and
time from a smaller unit of measure to a
larger unit, and vice versa, using decimal
notation to three decimal places
Y6Me3: convert between miles and
kilometres
Y6Me4: recognise that shapes with the same
areas can have different perimeters and
vice versa
Moved down from Year 6 progression
to Year 7: ‘measure and calculate using
imperial units still in everyday use and
know their approximate metric values’.
Not previously specified.
Y6Me5: recognise when it is possible to use
the formulae for area and volume of shapes
Y6Me6: calculate the area of parallelograms
and triangles
Y6Me7: calculate, estimate and compare
volume of cubes and cuboids using
standard units, including centimetre cubed
(cm3) and cubic metres (m3) and extending
to other units [for example, mm3 and km3].
Year 6 progression to Year 7 previously
stated: ‘calculate the area of rightangled triangles given the length of two
perpendicular sides’. Parallelograms
not previously mentioned specifically.
Year 6 progression to Year 7 previously
stated: ‘Calculate the volume and
surface area of cubes and cuboids’.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 6
Primary maths curriculum review | 45
GEOMETRY
Properties of shapes
Pupils should be taught to:
Y6Gs1: Draw 2-D shapes using given
dimensions and angles
Moved up from Year 5: ‘use knowledge
of properties to draw 2-D shapes’.
Previously Year 6: ‘make and draw
shapes with increasing accuracy and
apply knowledge of their properties;
estimate angles, and use a protractor to
measure and draw them, on their own
and in shapes’.
Y6Gs2: recognise, describe and build simple
3-D shapes, including making nets
Moved up from Year 5: ‘Identify and
draw nets of 3-D shapes’.
Y6Gs3: compare and classify geometric
shapes based on their properties and sizes
and find unknown angles in any triangles,
quadrilaterals, and regular polygons
Year 6 previously stated: ‘Describe,
identify and visualise parallel and
perpendicular edges or faces; use
these properties classify 2-D shapes
and 3-D solids’ and ‘make and draw
shapes with increasing accuracy and
apply knowledge of their properties’.
Y6Gs4: illustrate and name parts of circles,
including radius, diameter and
circumference and know that the diameter
is twice the radius
Y6Gs5: recognise angles where they meet at
a point, are on a straight line, or are
vertically opposite, and find missing angles
No direct references to circles
previously.
Moved down from Year 6 progression
to Year 7: ‘Know the sum of angles on
a straight line, in a triangle and at a
point, and recognise vertically opposite
angles’.
Position and direction
Pupils should be taught to:
Y6Gp1: describe positions on the full
coordinate grid (all four quadrants)
Y6Gp2: draw and translate simple shapes on
the coordinate plane, and reflect them in the
axes.
Moved down from Year 6 progression
to Year 7: ‘Use all four quadrants to find
coordinates of points determined by
geometric information.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Year 6
Primary maths curriculum review | 46
STATISTICS
Pupils should be taught to:
Y6Da1: interpret and construct pie charts and
line graphs and use these to solve problems
Y6Da2: calculate and interpret the mean as
an average.
Year 6 previously: ‘Construct and
interpret line graphs; interpret pie
charts.’ The Year 6 progression to Year
7 stated: ‘Construct, interpret and
compare graphs and diagrams that
represent data’, which could extend to
pie charts. It also gave the option of
presenting and interpreting data ‘using
ICT as appropriate’.
Year 6 previously stated: ‘Describe and
interpret results and solutions to
problems using the mode, range,
median and mode’.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
Schoolzone
Formal House
60 St Georges Place Cheltenham
GL50 3PN
01242 262906
research@schoolzone.co.uk
Further support documents for the introduction of the new
curriculum can be found at:
http://www.schoolzone.co.uk/schools/NewCurriculum.asp