YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK A: Counting, partitioning and calculating Unit 1 10 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
A2 A3 C1 C2
C3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and applying
Using and applying
▪
▪
Describe ways of solving puzzles and problems, explaining
choices and decisions orally using pictures
Present solutions to puzzles and problems in an organised way;
explain decisions, methods and results in pictorial, spoken or written
form, using mathematical language and number sentences
Counting and Understanding Number
Counting and Understanding Number
B1 D1 A2
▪
▪
B1 A2 A3
▪
B1 A2 B2 A3
▪
▪
Count reliably to at least 20 objects, recognising that when
rearranged the number of objects stays the same; estimate a
number of objects that can be checked by counting
Read and write numerals from 0 to 20, then beyond; use
knowledge of place value to position these numbers on a
number track and number line
Compare and order numbers using the related vocabulary use
the equal (=) sign
Say the number that is 1 more or less than any given number,
and 10 more or less for multiples of 10
▪
▪
▪
A2 D2 A3 B3
D3
Calculating
E1 A2 E2 A3
B3
▪
A2 D2 A3 B3
D3
▪

Count up to 100 objects by grouping them and counting in tens,
fives or twos; explain what each digit in a two-digit number
represents, including numbers where 0 is a place holder;
partition two-digit numbers in different ways, including into
multiples of 10 and 1
Estimate a number of objects; round two-digit numbers to the
nearest 10
Read and write two-digit and three-digit numbers in figures and
words; describe and extend number sentences and recognise odd
and even numbers
Order two-digit numbers and position them on a number line; use the
greater than (>) and less than (<) signs
Calculating
Relate addition to counting on; recognise that addition can be
done in any order; use practical and informal written methods to
support the addition of a one-digit number or a multiple of 10
from a two digit number.
Use the vocabulary related to addition and subtraction and
symbols to describe and record addition and subtraction
number sentences
Understand subtraction as ‘take away’ and find a ‘difference’ by
counting up; use practical and informal written methods to
support the subtraction of a one-digit number from a one-digit or
two-digit number and a multiple of 10 from a two-digit number.


Add or subtract mentally an one-digit number or a multiple of
10 to or from any two-digit number; use practical and informal
written methods to add and subtract two-digit numbers
Understand that subtraction is the inverse of addition and vice
versa; use this to derive and record related addition and subtraction
number sentences
Previous
units
Subsequent
units
A2 A3 E3
A2 A3
A3
A2 B2 A3
A3
D1 A2 D2 A3
D3
A3
Speaking and Listening
Year 1 – Retell stories, ordering events using story language
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
Year 2 – Listen to a talk by an adult, remember some specific points and identify what they have learned
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK B: Securing number facts, understanding shapes Unit 1 15 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
B2 B3 E3
Using and Applying
Using and Applying



D1 A2 B2 D2
E2 A3 B3 D3
Describe simple patterns and relationships involving numbers or
shapes; decide whether examples satisfy given conditions.
Solve problems involving counting, adding, subtracting, doubling
or halving in the context of numbers, measures or money, for
example to ‘pay’ and ‘give change’.
▪
Describe patterns and relationships involving numbers or shapes,
make predictions and test these with examples
Solve problems involving addition, subtraction, multiplication or
division in contexts of numbers, measures or pounds and pence.
Previous
units
Subsequent
units
B2 B3
D1 B2 D2 E2
B3 D3
Counting and Understanding Numbers
▪
A2 D1
▪
A1
A2 B2 A3
▪
Read and write numerals from 0 to 20, then beyond; use
knowledge of place value to position these numbers on a
number track and number line
Count reliably at least 20 objects, recognising that when
rearranged the number of objects stays the same; estimate a
number of objects that can be checked by counting
Say the number that is 1 more or less than any given number,
and 10 more or less than multiples of 10
Knowing and Using Number Facts
B2 B3

Knowing and Using Number Facts
Derive and recall all pairs of numbers with a total of 10 and
addition facts for totals to at least 5; work out the
corresponding subtraction facts




B2 B3
Understand that halving is the inverse of doubling and derive and
recall doubles of all numbers to 20, and the corresponding halves
Derive and recall all addition and subtraction facts for each
number to at least 10, all pairs with totals to 20 and all pairs of
multiples of 10 with totals up to 100
Use knowledge of number facts and operations to estimate and
check answers to calculations
Derive and recall multiplication facts for 2, 5 and 10 times-tables and
the related division facts; recognise multiples of 2, 5 and 10
Understanding Shape
Understanding Shape
▪
▪
Visualise and name common 2-D shapes and 3-D solids and
describe their features; use them to make patterns, pictures
and models
Visualise common 2-D shapes and 3-D solids; identify shapes
from pictures of them in different positions and orientations;
sort, make and describe shapes, referring to their properties
Speaking and Listening
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
Year 1 – Listen with sustained concentration
Year 2 – Listen to others in class, ask relevant questions and follow instructions
E1 E2 B3 E3
B2 B3
B3
E1 B2 E2 B3 E3
B2 B3
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK C: Securing number facts, understanding shapes Unit 1 15 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
A1
Subsequent
units
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
Using and Applying
C2 C3

▪
A2 A3 C2 C3

C2 C3
C2 B3 C3
D1 C2 D2 C3
D3
Answer a question by selecting and using suitable equipment,
and sorting information, shapes or objects; display results using
tables and pictures.
Describe ways of solving puzzles and problems, explaining
choices and decisions orally or using pictures
Follow a line of enquiry; answer questions by choosing and using
suitable equipment and selecting, organising and presenting
information in lists, tables and simple diagrams.
Handling Data
▪ Answer a question by recording information in lists and
tables; present outcomes using practical resources,
pictures, block graphs or pictograms.
▪ Use diagrams to sort objects into groups according to a
given criterion; suggest a different criterion for grouping
the same objects.
Handling Data
▪ Answer a question by collecting and recording data in lists
and tables; represent the data as block graphs or pictograms
to shoe results; use ICT to organise and present data.
▪ Use lists, tables and diagrams to sort objects; explain
choices using appropriate language, including ‘not’
Measuring
Measuring
▪ Estimate, compare and measure lengths, weights and
capacities, choosing and using standard units (m, cm, kg,
litre) and suitable measuring instruments.
▪ Read the numbered divisions on a scale, and interpret the
divisions between them, e.g. on a scale from 0 – 25 with
intervals of 1 shown but only the divisions 0,5,10, 15 and 20
numbered); use a ruler to draw and measure lines to the
nearest centimetre.
▪
Estimate, measure, weigh and compare objects, choosing
and using suitable uniform non standard or standard units
and measuring instruments (e.g. a lever balance, metre
stick or measuring jug)
Previous
units
Speaking and Listening
Year 1 – Tell stories and describe incidents from their own experience in an audible voice
Year 2 – Listen to others in class, ask relevant questions and follow instructions
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
Subsequent
units
C2 C3
C2 C3
C2 C3
D1 C2 D2 C3
D3
D1 C2 D2 C3
D3
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK D: Calculating, measuring and understanding shape Unit 1 10 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
B1
A2 B2 D2 B3
E2 A3 D3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Previous
units
Subsequent
units
Using and Applying
Using and Applying
B1
▪

B2 D2 E2 B3
D3
A1
A2 D2 A3 D3
Solve problems involving counting, adding, subtracting, doubling
or halving in the context of numbers, measures or money, for
example to ‘pay’ and ‘give change’
Counting and Understanding Number / Calculating
A1
B1
A2

Count reliably at least 20 objects, recognising that when
rearranged the number of objects stays the same; estimate a
number of objects that can be checked by counting
Shape
D2 D3

Visualise and use everyday language to describe the position of
objects and direction and distance when moving them, for
example when placing or moving objects on a game board
Measuring
C1
C2 D2 C3 D3

Estimate, measure, weigh and compare objects, choosing
and using suitable uniform non-standard or standard units
and measuring instruments (e.g. a lever balance, metre
stick or measuring jug)
D2 D3
▪
Use vocabulary related to time; order days of the week
and direction and distance when moving them, for
example when placing or moving objects on a game
board.
Solve problems involving addition, subtraction, multiplication or
division in contexts of numbers, measures or pounds and pence
Counting and Understanding Number / Calculating

Add or subtract mentally a one-digit number or a multiple of 10
to or from any two-digit number; use practical and informal
written methods to add and subtract two-digit numbers
Shape

Measuring



D2
Follow and give instructions involving position, direction and
movement
Estimate, compare and measure lengths, weights and capacities,
choosing and using standard units (m, cm, kg, litre) and suitable
measuring instruments
Use units of time (seconds, minutes, hours, days) and know
the relationships between them; read the time to the quarter
hour; identify time intervals, including those that cross the
hour.
Read the numbered divisions on a scale, and interpret the divisions
between them (e.g. on a scale from to 25 with intervals of 1 shown
but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to
draw and measure lines to the nearest centimetre.
C1
Speaking and Listening
Year 1 – Retell stories, ordering events using story language
Year 2 – Listen to others in class, ask relevant questions and follow instructions
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
C2 D2 C3 D3
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK E: Securing number facts, calculating, identifying relationships Unit 1 15 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
E2 E3
A1
E2 A2 E2 A3
E2 E3
B2 E2 B3 E3
E2 E3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and applying
▪ Describe a puzzle or problem using numbers, practical
materials and diagrams; use these to solve the problem
and set the solution in the original context
Using and applying
▪ Identify and record the information or calculation needed to
solve a puzzle or problem; carry out the steps or calculations
and check the solution in the context of the problem
Counting and Understanding Number
Counting and Understanding Number
▪
▪
Use the vocabulary related to addition and subtraction and
symbols to describe and record addition and subtraction
number sentences.
Knowing and Using Number Facts
▪ Count on or back in ones, twos, fives and tens and use
this knowledge to derive the multiples of 2, 5 and 10 to
the tenth multiple
▪
Recall the doubles of all numbers to at least 10
Calculating
▪ Use the vocabulary of halves and quarters in context
Previous
units
E2 E3
Use the symbols +, –, ×, ÷ and = to record and interpret number
sentences involving all four operations; calculate the value of
an unknown in a number sentence (e.g.  ÷ 2 = 6, 30 –  = 24)
Knowing and Using Number Facts
▪ Represent repeated addition and arrays as multiplication,
and sharing and repeated subtraction (grouping) as division;
use practical and informal written methods and related
vocabulary to support multiplication and division, including
calculations with remainders
▪ Derive and recall multiplication facts for the 2, 5 and 10
times-tables and the related division facts; recognise
multiples of 2, 5 and 10
▪ Understand that halving is the inverse of doubling and derive
and recall doubles of all numbers to 20, and the
corresponding halves
Calculating
▪ Find one half, one quarter and three quarters of shapes and
sets of objects
Subsequent
units
A2 E2 A3 E3
E2 E3
B1
B2 E2 B3 E3
B1
E2 B3 E3
E2 E3
Speaking and Listening
Year 1 – Retell stories, ordering events using story language
Year 2 – Listen to a talk by an adult, remember some specific points and identify what they
have learned
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK A: Counting, partitioning and calculating Unit 2 10 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
B1
D1 B2 D2 E2
A3 B3 D3
Using and applying
▪ Solve problems involving counting, adding, subtracting,
doubling or halving in the context of numbers, measures
or money, for example to ‘pay’ and ‘give change’
▪ Describe ways of solving puzzles and problems,
explaining choices and decisions orally or using pictures
Counting and Understanding Number
▪ Count reliably at least 20 objects, recognising that when
rearranged the number of objects stays the same;
estimate a number of objects that can be checked by
counting.
▪ Compare and order numbers, using the related
vocabulary; use the equals (=) sign
Using and applying
▪ Present solutions to puzzles and problems in an organised
way; explain decisions, methods and results in pictorial,
spoken or written form, using mathematical language and
number sentences
A1 C1
C2 A3 C3
A1 B1 D1
A1
A3
A1 B1
A3
A1 B1
B2 A3
A1
D2 A3 B3 D3
▪
▪
Read and write numerals from 0 to 20, then beyond; use
knowledge of place value to position these numbers on a
number track and number line
Say the number that is 1 or more or less than any given number,
and 10 more or less for multiples of 10
Calculating
A1
D2 A3 B3 D3
▪
▪
▪
A1 E1
A3 B3 E3
Relate addition to counting on; recognising that addition can be
done in any order; use practical and informal written methods to
support the addition of a one-digit number or a multiple of 10 to a
one-digit number
Understand subtraction as ‘take away’ and find a ‘difference’ by
counting-up; use practical and informal written methods to
support the subtraction of a one-digit number from a one-digit or
two-digit number and a multiple of 10 from a two-digit number
Use the vocabulary related to addition and subtraction and
symbols to describe and record addition and subtraction
number sentences
Counting and Understanding Number
▪ Read and write two-digit and three-digit numbers in figures
and words; describe and extend number sequences and
recognise odd and even numbers
▪ Count up to 100 objects by grouping them and counting
in tens, fives or twos; explain what each digit in a twodigit number represents, including numbers where 0 is a
place holder; partition two-digit numbers in different
ways, including into multiples of 10 and 1
Calculating
▪ Add or subtract mentally a one-digit number or a
multiple of 10 to or from any two-digit number; use
practical and informal written methods to add and
subtract two-digit numbers
▪ Use the symbols +, –, ×, ÷ and = to record and interpret
number sentences involving all four operations;
calculate the value of an unknown in a number sentence
(e.g.  ÷ 2 = 6, 30 –  = 24)
Previous
units
Subsequent
units
A1
A3 E3
A1
B2 A3
A1
A3
A1 D1
D2 A3 D3
E1
E2 A3 E3
Speaking and Listening
Year 1 – Listen to and follow instructions accurately, asking for help if necessary
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
Year 2 – Speak with clarity and intonation when reading and reciting texts
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK B: Securing number facts, understanding shapes, Unit 2 15 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
B1
B3 E3
B1 D1 A2
D2 E2 A3 B3
D3
A1 B1 A2
A3
B1
B3
E1
E2 B3 E3
B1
B3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Previous
units
Subsequent
units
Using and applying
▪ Describe simple patterns and relationships involving
numbers or shapes; decide whether examples satisfy
given conditions
▪ Solve problems involving counting, adding, subtracting,
doubling or halving in the context of numbers, measures
or money, for example to ‘pay’ and ‘give change’
Using and Applying
▪ Describe patterns and relationships involving numbers or
shapes, make predictions and test these with examples
▪ Solve problems involving addition, subtraction, multiplication
or division in contexts of numbers, measures or pounds and
pence
B1
B3
B1 D1
D2 E2 B3 D3
Counting and Understanding Number
▪ Say the number that is 1 more or less than any given
number, and 10 more or less for multiples of 10
Counting and Understanding Number
▪ Read and write two-digit and three-digit numbers in figures
and words; describe and extend number sequences and
recognise odd and even numbers
B1
B3
Knowing and using number facts
▪ Derive and recall all pairs of numbers with a total of
10 and addition facts for totals to at least 5; work out
the corresponding subtraction facts
▪ Recall the doubles of all numbers to at least 10
Knowing and using number facts
▪ Derive and recall addition and subtraction facts for each
number to at least 10, all pairs with totals to 20 and all
pairs of multiples of 10 with totals up to 100
▪ Derive and recall multiplication facts for the 2, 5 and 10
times-tables and the related division facts; recognise
multiples of 2, 5 and 10
Understand shape
▪ Visualise common 2-D shapes and 3-D solids; identify
shapes from pictures of them in different positions; sort,
make and describe shapes, referring to their properties
▪ Identify reflective symmetry in patterns and 2-D shapes and
drawl lines of symmetry in shapes
B1 E1
E2 B3 E3
A1 A2
A3
B1
B3
Understanding shape
▪ Visualise and name common 2-D shapes and 3-D
solids and describe their features; use them to make
patterns, pictures and models
Speaking and Listening
Year 1 – Take turns to speak, listen to others’ suggestions and talk about what they are going to do
Year 2 – Use language and gesture to support the use of models, diagrams or displays when explaining
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK C: Handling data and measures, Unit 2 10 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
C1
C3
A1 A2 C1
A3 C3
C1
C3
C1 D1
D2 C3 D3
C1
B3 C3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
▪ Answer a question by selecting and using suitable
equipment, and sorting information, shapes or objects;
display results using tables and pictures
▪ Describe ways of solving puzzles and problems,
explaining choices and decisions orally or using pictures
▪ Answer a question by recording information in lists
and tables; present outcomes using practical
resources, pictures, block graphs or pictograms
Using and Applying
▪ Follow a line of enquiry; answer questions by choosing and
using suitable equipment and selecting, organising and
presenting information in lists, tables and simple diagrams
Measuring
▪ Estimate, measure, weigh and compare objects,
choosing and using suitable uniform non-standard
or standard units and measuring instruments (e.g. a
lever balance, metre stick or measuring jug)
Measuring
▪ Estimate, compare and measure lengths, weights and
capacities, choosing and using standard units (m, cm, kg,
litre) and suitable measuring instruments
▪ Read the numbered divisions on a scale, and interpret the
divisions between them (e.g. on a scale from 0 to 25 with
intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20
numbered); use a ruler to draw and measure lines to the
nearest centimetre
Handling Data
▪ Use diagrams to sort objects into groups according to a
given criterion; suggest a different criterion for grouping
the same objects
Handling Data
▪ Answer a question by collecting and recording data in lists
and tables; represent the data as block graphs or pictograms
to show results; use ICT to organise and present data
▪ Use lists, tables and diagrams to sort objects; explain
choices using appropriate language, including ‘not’
Previous
units
Subsequent
units
C1
C3
C1 D1
D2 C3 D3
C1 D1
D2 C3 D3
C1
C3
C1
C3
Speaking and Listening
Year 1 – Listen to and follow instructions accurately, asking for help and clarification if necessary
Year 2 – Ensure everyone contributes, allocate tasks, consider alternatives and reach agreement
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK D: Calculating, measuring and understanding shape, Unit 2 10 days
YEAR 1
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
BD D1 A2
B2
E2 A3 B3 D3
A1 A2
A3 B3 D3
A1 A2
A3 B3 D3
D3
D1
D3
C1 D1 C2
C3 D3
D1
D3
YEAR 2
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
Using and Applying
▪
▪
Solve problems involving counting, adding, subtracting, doubling
or halving in the context of numbers, measures or money, for
example to ‘pay’ and ‘give change’
Solve problems involving addition, subtraction, multiplication or
division in contexts of numbers, measures or pounds and pence
Calculating
Calculating
▪
▪
▪
Relate addition to counting on; recognise that addition can be
done in any order; use practical and informal written methods to
support the addition of a one-digit number or a multiple of 10 to a
one-digit or two-digit number
Understand subtraction as ‘take away’ and find a ‘difference’ by
counting up; use practical and informal written methods to
support the subtraction of a one-digit number from a one-digit or
two-digit number and a multiple of 10 from a two-digit number
Add or subtract mentally a one-digit number or a multiple of 10
to or from any two-digit number; use practical and informal
written methods to add and subtract two-digit numbers
Understanding Shape
Understanding Shape
▪
▪
▪
Identify objects that turn about a point (e.g. scissors) or about a
line (e.g. a door); recognise and make whole, half and quarter
turns
Visualise and use everyday language to describe the position of
objects and direction and distance when moving them, for
example when placing or moving objects on a game board
▪
Recognise and use whole, half and quarter turns, both clockwise
and anticlockwise; know that a right angle represents a quarter turn
Follow and give instructions involving position, direction and
movement
Measuring
Measuring
▪
▪
▪
Estimate, measure, weigh and compare objects, choosing
and using suitable uniform non-standard or standard units
and measuring instruments (e.g. a lever balance, metre
stick or measuring jug)
Use vocabulary related to time; order days of the week and
months; read the time to the hour and half hour
▪
▪
Estimate, compare and measure lengths, weights and capacities,
choosing and using standard units (m, cm, kg, litre) and suitable
measuring instruments
Read the numbered divisions on a scale, and interpret the divisions
between them (e.g. on a scale from 0 to 25 with intervals of 1 shown
but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to
draw and measure lines to the nearest centimetre
Use units of time (seconds, minutes, hours, days) and know the
relationships between them; read the time to the quarter hour;
identify time intervals, including those that cross the hour
Previous
units
Subsequent
units
B1 D1 B2
E2 B3 D3
A1 D1 A2
A3 D3
D3
D1
C1 D1 C2
D3
C1 D1 C2
D3
D1
Speaking and Listening
Year 1 – Experiment with and build new stores of words to communicate different contexts
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
Year 2 – Listen to others in class, ask relevant questions and follow instructions
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK E: Securing number facts, calculating, identifying relationships, Unit 2 15 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
E1
E3
B1 D1 A2
D2 B2
A3 B3 D3
E1
E3
E1
E3
E1 B2
B3 E3
A1 E1 A2
A3 B3
E3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
▪ Describe a puzzle or problem using numbers, practical
materials and diagrams; use these to solve the problem
and set the solution in the original context
▪ Solve problems involving counting, adding, subtracting,
doubling or halving in the context of numbers, measures
or money, for example to ‘pay’ and ‘give change’
Using and Applying
▪ Identify and record the information or calculation needed to
solve a puzzle or problem; carry out the steps or calculations
and check the solution in the context of the problem
▪ Solve problems involving addition, subtraction, multiplication
or division in contexts of numbers, measures or pounds and
pence
Counting and Understanding Number
▪ Use the vocabulary of halves and quarters in context
Counting and Understanding number
▪ Find one half, one quarter and three quarters of shapes and
sets of objects
Knowing and using number facts
▪ Count on or back in ones, twos, fives and tens and use
this knowledge to derive the multiples of 2, 5 and 10 to
the tenth multiple
▪ Recall the doubles of all numbers to at least 10
Knowledge and using number facts
▪ Understand that halving is the inverse of doubling and derive
and recall doubles of all numbers to 20, and the
corresponding halves
▪ Derive and recall multiplication facts for the 2, 5 and 10
times-tables and the related division facts; recognise
multiples of 2, 5 and 10
Calculating
▪ Represent repeated addition and arrays as multiplication,
and sharing and repeated subtraction (grouping) as division;
use practical and informal written methods and related
vocabulary to support multiplication and division, including
calculations with remainders
▪ Use the symbols +, –, ×, ÷ and = to record and interpret
number sentences involving all four operations;
calculate the value of an unknown in a number sentence
(e.g.  ÷ 2 = 6, 30 –  = 24)
Calculating
▪ Use the vocabulary related to addition and
subtraction and symbols to describe and record
addition and subtraction number sentences
▪ Solve practical problems that involve combining groups
of 2, 5 or 10, or sharing into equal groups
Previous
units
Subsequent
units
E1
E3
B1 D1 B2
D2
B3 D3
E1
E3
B1 E1
B3 E3
B1 E1 B2
B3 E3
E1
E3
E1 A2
A3 E3
Speaking and Listening
Year 1 – Listen to tapes or videos and express views about how a story or information has been
presented
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
Year 2 – Listen to others in class, ask relevant questions and follow instructions
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK A: Counting, partitioning and calculating, Unit 3 10 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
B1 D1 A2
B2 D2
A3 B3 D3
A1 C1 A2
C2
C3
▪
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
Using and Applying
▪
▪
Solve problems involving counting, adding, subtracting, doubling
or halving in the context of numbers, measures or money, for
example to ‘pay’ and ‘give change’
Describe ways of solving puzzles and problems, explaining
choices and decisions orally or using pictures
Present solutions to puzzles and problems in an organised way;
explain decisions, methods and results in pictorial, spoken or written
form, using mathematical language and number sentences
Counting and Understanding Number
Counting and Understanding number
A1 A2
▪
▪
A1 B1 A2
▪
▪
A1 B1 A2
B2
Compare and order numbers, using the related vocabulary; use
the equals (=) sign
Read and write numerals from 0 to 20, then beyond; use
knowledge of place value to position these numbers on a
number track and number line
Say the number that is 1 more or less than any given number,
and 10 more or less for multiples of 10
▪
▪
▪
A1 A2 D2
B3 D3
Read and write two-digit and three-digit numbers in figures and
words; describe and extend number sequences and recognise odd
and even numbers
Count up to 100 objects by grouping them and counting in tens,
fives or twos; explain what each digit in a two-digit number
represents, including numbers where 0 is a place holder;
partition two-digit numbers in different ways, including into
multiples of 10 and 1
Order two-digit numbers and position them on a number line; use the
greater than (>) and less than (<) signs
Estimate a number of objects; round two-digit numbers to the
nearest 10
Calculating
Calculating
▪
▪
A1 A2 D2
B3 D3
▪
A1 E1 A2
E2
B3
▪
Relate addition to counting on; recognise that addition can be
done in any order; use practical and informal written methods to
support the addition of a one-digit number or a multiple of 10 to a
one-digit or two-digit number
Understand subtraction as ‘take away’ and find a ‘difference’ by
counting up; use practical and informal written methods to
support the subtraction of a one-digit number from a one-digit or
two-digit number and a multiple of 10 from a two-digit number
Use the vocabulary related to addition and subtraction and
symbols to describe and record addition and subtraction
number sentences
▪
▪
Add or subtract mentally a one-digit number or a multiple of 10
to or from any two-digit number; use practical and informal
written methods to add and subtract two-digit numbers
Understand that subtraction is the inverse of addition and vice versa;
use this to derive and record related addition and subtraction number
sentences
Use the symbols +, –, ×, ÷ and = to record and interpret number
sentences involving all four operations; calculate the value of
an unknown in a number sentence (e.g.  ÷ 2 = 6, 30 –  = 24)
Previous
units
Subsequent
units
A1 A2
E3
A1 A2 B2
A1 A2
A1
A1
A1 D1 A2
D2
A1
E1 A2 E2
Speaking and Listening
Year 1 – Describe incidents or tell stories from their own experience, in an audible voice
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
Year 2 – Respond to presentations by describing characters, repeating some highlights and
commenting constructively
D3
E3
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK B: Securing number facts, understanding shapes, Unit 3 15 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
B1 B2
E3
B1 D1 A2
B2 D2 E2
A3
D3
▪
B1 B2
E1 B2 E2
E3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
Using and Applying
▪
▪
Describe simple patterns and relationships involving numbers or
shapes; decide whether examples satisfy given conditions
Solve problems involving counting, adding, subtracting, doubling
or halving in the context of numbers, measures or money, for
example to ‘pay’ and ‘give change’
▪
Describe patterns and relationships involving numbers or shapes,
make predictions and test these with examples
Solve problems involving addition, subtraction, multiplication or
division in contexts of numbers, measures or pounds and pence
Knowing and using number facts
Knowing and using number facts
▪
▪
▪
Derive and recall all pairs of numbers with a total of 10 and
addition facts for totals to at least 5; work out the
corresponding subtraction facts
Recall the doubles of all numbers to at least 10
▪
▪
▪
Previous
units
Derive and recall all addition and subtraction facts for each
number to at least 10, all pairs with totals to 20 and all pairs of
multiples of 10 with totals up to 100
Understand that halving is the inverse of doubling and derive and
recall doubles of all numbers to 20, and the corresponding halves
Derive and recall multiplication facts for the 2, 5 and 10 times-tables
and the related division facts; recognise multiples of 2, 5 and 10
Use knowledge of number facts and operations to estimate and
check answers to calculations
Calculating
A1 A2 D2
A3
D3
▪
A1 A2 D2
A3
D3
▪
A1 E1 A2
E2 A3
▪
Relate addition to counting on; recognise that addition can be
done in any order; use practical and informal written methods to
support the addition of a one-digit number or a multiple of 10 to a
one-digit or two-digit number
Understand subtraction as ‘take away’ and find a ‘difference’ by
counting up; use practical and informal written methods to
support the subtraction of a one-digit number from a one-digit or
two-digit number and a multiple of 10 from a two-digit number
Use the vocabulary related to addition and subtraction and
symbols to describe and record addition and subtraction
number sentences
Understanding shape
B1 B2
▪
Visualise and name common 2-D shapes and 3-D solids and
describe their features; use them to make patterns, pictures
and models
Understanding shape
▪ Visualise common 2-D shapes and 3-D solids; identify shapes
from pictures of them in different positions and orientations;
sort, make and describe shapes, referring to their properties
Handling Data
C1 C2
C3
▪
Use diagrams to sort objects into groups according to a given
criterion; suggest a different criterion for grouping the same
objects
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
Speaking and Listening
Year 1 – Ask and answer questions, make relevant contributions, offer suggestions and take turns
Year 2 – Tell real or imagined stories (using conventions of familiar story language)
Subsequent
units
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK C: Handling data and measures, Unit 3 10 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
Subsequent
units
C1 C2
A1 C1 A2
C2 A3
C1 D1 C2
D2
C1 C2
C1 C2 B3
D3
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
▪ Answer a question by selecting and using suitable
equipment, and sorting information, shapes or objects;
display results using tables and pictures
▪ Describe ways of solving puzzles and problems,
explaining choices and decisions orally or using pictures
Using and Applying
▪ Follow a line of enquiry; answer questions by choosing and
using suitable equipment and selecting, organising and
presenting information in lists, tables and simple diagrams
Measuring
▪ Estimate, measure, weigh and compare objects,
choosing and using suitable uniform non-standard
or standard units and measuring instruments (e.g. a
lever balance, metre stick or measuring jug)
Measuring
▪ Estimate, compare and measure lengths, weights and
capacities, choosing and using standard units (m, cm, kg,
litre) and suitable measuring instruments
▪ Read the numbered divisions on a scale, and interpret the
divisions between them (e.g. on a scale from 0 to 25 with
intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20
numbered); use a ruler to draw and measure lines to the
nearest centimetre
Handling Data
▪ Answer a question by recording information in lists
and tables; present outcomes using practical
resources, pictures, block graphs or pictograms
▪ Use diagrams to sort objects into groups according to a
given criterion; suggest a different criterion for grouping
the same objects
Handling Data
▪ Answer a question by collecting and recording data in lists
and tables; represent the data as block graphs or pictograms
to show results; use ICT to organise and present data
▪ Use lists, tables and diagrams to sort objects; explain
choices using appropriate language, including ‘not’
Previous
units
Subsequent
units
C1 C2
C1 D1 C2
D2
D3
C1 D1 C2
D2
D3
C1 C2
C1 C2
Speaking and Listening
Year 1 – Explain their views to others in a small group, and decide how to report the group’s views to
the class
Year 2 – Explain their views to others in a small group; decide how to report the group’s views to the class
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK D: Calculating, measuring and understanding shape, Unit 3 10 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
B1 D1 A2
B2 D2 E2
A3 B3
Subsequent
units
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
Using and Applying
▪
▪
Solve problems involving counting, adding, subtracting, doubling
or halving in the context of numbers, measures or money, for
example to ‘pay’ and ‘give change’
Solve problems involving addition, subtraction, multiplication or
division in contexts of numbers, measures or pounds and pence
Calculating
Calculating
A1 A2 A3
D2 B3
▪
▪
A1 A2 D2
A3 B3
▪
Relate addition to counting on; recognise that addition can be
done in any order; use practical and informal written methods to
support the addition of a one-digit number or a multiple of 10 to a
one-digit or two-digit number
Understand subtraction as ‘take away’ and find a ‘difference’ by
counting up; use practical and informal written methods to
support the subtraction of a one-digit number from a one-digit or
two-digit number and a multiple of 10 from a two-digit number
Add or subtract mentally a one-digit number or a multiple of 10
to or from any two-digit number; use practical and informal
written methods to add and subtract two-digit numbers
Understanding shape
D2
Understanding shape
▪
▪
D1 D2
▪
Identify objects that turn about a point (e.g. scissors) or about a
line (e.g. a door); recognise and make whole, half and quarter
turns
Visualise and use everyday language to describe the position of
objects and direction and distance when moving them, for
example when placing or moving objects on a game board
Recognise and use whole, half and quarter turns, both clockwise
and anticlockwise; know that a right angle represents a quarter turn
Measuring
C1 D1 C2
D2 C3
Measuring
▪
▪
D1 D2
▪
Estimate, measure, weigh and compare objects, choosing
and using suitable uniform non-standard or standard units
and measuring instruments (e.g. a lever balance, metre
stick or measuring jug)
Use vocabulary related to time; order days of the week and
months; read the time to the hour and half hour
▪
▪
Estimate, compare and measure lengths, weights and capacities,
choosing and using standard units (m, cm, kg, litre) and suitable
measuring instruments
Read the numbered divisions on a scale, and interpret the divisions
between them (e.g. on a scale from 0 to 25 with intervals of 1 shown
but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to
draw and measure lines to the nearest centimetre
Use units of time (seconds, minutes, hours, days) and know the
relationships between them; read the time to the quarter hour;
identify time intervals, including those that cross the hour
Speaking and Listening
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
Year 1 – Retell stories, ordering events using story language
Year 2 – Listen to others in class, ask relevant questions and follow instructions
Previous
units
B1 D1 B2
D2 E2 B3
A1 D1 A2
D2 A3
D2
C1 D1 C2
D2 C3
C1 D1 C2
D2 C3
D1 D2
Subsequent
units
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
BLOCK E: Securing number facts, calculating, identifying relationships, Unit 3 15 days
YEAR 1
YEAR 2
Opportunities
to teach
targets
T
Previous
units
E1 E2
B1 B2 B3
E1 E2
E1 E2
E1 B2 E2
B3
Subsequent
units
Objectives
End of year expectations (key objectives) are in
bold
Objectives
End of year expectations (key objectives) are in
bold
Using and Applying
▪ Describe a puzzle or problem using numbers, practical
materials and diagrams; use these to solve the problem
and set the solution in the original context
▪ Describe simple patterns and relationships involving
numbers or shapes; decide whether examples satisfy
given conditions
Using and Applying
▪ Identify and record the information or calculation needed to
solve a puzzle or problem; carry out the steps or calculations
and check the solution in the context of the problem
▪ Present solutions to puzzles and problems in an organised
way; explain decisions, methods and results in pictorial,
spoken or written form, using mathematical language and
number sentences
Counting and understanding number
▪ Find one half, one quarter and three quarters of shapes and
sets of objects
Counting and understanding number
▪ Use the vocabulary of halves and quarters in context
Knowing and using number facts
▪ Count on or back in ones, twos, fives and tens and use
this knowledge to derive the multiples of 2, 5 and 10 to
the tenth multiple
▪ Recall the doubles of all numbers to at least 10
Calculating
▪ Solve practical problems that involve combining groups
of 2, 5 or 10, or sharing into equal groups
Knowing and using number facts
▪ Understand that halving is the inverse of doubling and derive
and recall doubles of all numbers to 20, and the
corresponding halves
▪ Derive and recall multiplication facts for the 2, 5 and 10
times-tables and the related division facts; recognise
multiples of 2, 5 and 10
Calculating
▪ Represent repeated addition and arrays as multiplication,
and sharing and repeated subtraction (grouping) as division;
use practical and informal written methods and related
vocabulary to support multiplication and division, including
calculations with remainders
▪ Use the symbols +, –, ×, ÷ and = to record and interpret
number sentences involving all four operations;
calculate the value of an unknown in a number sentence
(e.g.  ÷ 2 = 6, 30 –  = 24)
Previous
units
Subsequent
units
E1 E2
A1 A2 A3
E1 E2
B1 E1 E2
B3
B1 E1 B2
E2 B3
E1 E2
E1 A2 E2
A3
Speaking and Listening
Year 1 – Explain their views to others in a small group, and decide how to report the group’s views to the class
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc
Year 2 – Adopt appropriate roles in small or large groups and consider alternative courses of action
YEAR 1 & 2 MEDIUM TERM PLANS - MATHS
Cross Curricular Links:
Focus Target work:
Y1 Layered Curriculum Targets Focus:
Y2 Layered Curriculum Targets Focus:
Must
Must
Should
Should
Could
Could
Y1 Children to be stretched
Y1 Children to have consolidation
Y1 Children for targeted focus input
Y2 Children to be stretched
Y2 Children to have consolidation
Y2 Children for targeted focus input
Evaluate your medium term plan at the end of each unit.
* Use green to show that pupils responded well and the objective was met.
* Use orange to show that pupils were responsive but that the objective still needs more attention.
* Use red to show that the objective was not covered or not met.
Use the evaluation to inform future planning.
D:\533566178.doc