Differentiated Planning for Lower Key Stage Two Pupils’ in Special Settings.
8th February 2004
 All year 3 objectives covered and tracked back, except
o Time i- p4-6
o Timeiv- p1-3
o Shapes- turns
 Needs checking against year 1 and 5
 Decision re identification of objective against single p scale.
 Decision re calculation track back- as addition and subtraction or multiplication and division?
 More p1- 3 examples
 Problem solving aligned with nns track back from supplements of examples.
January 25th 2004
All year 3 teaching objectives starting to be added, maintaining units based mainly on Y3 Sample Medium Term Plan for Autumn Term The additional topic areas were added in order to create units
for all topic areas to be covered over one year.
Highlighted in red, identified and needing Differentiation.
Reformatted to ease amendment/proofreading/use
November 20th 2003
All Year 3 teaching programme objectives now included in document, not all tracked back
Initial clustering based on Y3 Sample Medium Term Plan for Autumn Term
Differentiated Planning for Lower Key Stage Two Pupils in Special Settings.
Suggeste Suggested
d hours frequency of
per unit unit.
per term
1
Context
Topics from
year3 medium
term planning.
Context
Year 3
Yearly Teaching Programme
Level One
(Year One )
Place
value,
ordering,
estimating,
rounding
Read and write whole
numbers to 1000 in figures
and words
Read numerals from 1 to at
least 20.
Write numerals from 1 to 10.
Unit (1)
Read and begin to write the
vocabulary of comparing
and ordering numbers,
including ordinal numbers to
at least 100.
Use the vocabulary of
comparing and order numbers
including ordinal numbers to at
least 20.
Order whole numbers to at
least 1000, and position
them on a number line.
Order numbers to at least
20 and position them on a
number track.
Round any two-digit number
to the nearest 10 and any
three-digit number to the
nearest 100
Compare two given threedigit numbers, say which is
more or less, and give a
number which lies between
them.
Say the number that is 1, 10
or 100 more or less than
any given two- or three-digit
number.
Read scales to the nearest
division
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
P level 4-6
Recognise numeral 1-9 then
0 and 10 then beyond 10
Begin to record numbers,
initially by making mark s,
progressing to simple
tallying and writing
numerals.
Start to record numerals (
with inconsistencies) (p8)
Begin to recognise numerals
from 1- 5.(p7)
Use tallies to record and
remember quantities (lp7)
Use practical methods to
associate names and
symbols with numbers. (P6)
Use concrete resources(
e.g. tokens) to record and
remember quantities or
make pictorial
representations showing
quantities of groups (p5)
Copy an adult holding up
fingers or picking up a
number of objects ( p4l)
Begin to use ordinal
numbers 1st, 2nd, 3rd when
describing position of
objects people or
events.(p8)
Respond to choice making
questions that use simple
vocabulary of size and
comparison (p5)
Anticipate the next occurrence
in a sequence eg of movement
or sensation. (p4)
Use language such as more or
less, greater or smaller to
compare 2 numbers.
begin to understand and use
ordinal numbers in different
contexts
Say and use number names
to 10 in order in familiar
contexts e.g. number
rhymes, songs, and stories.
Is able to indicate first
and last
Before and after ( p8)
Continue the rote count
onwards from any given
small number (p8)
Join in with new number
songs, stories and games.
Join in with new number
songs, stories and games
with prompting.(p6)
Join in rote counting up to 5
and use numbers to five in
familiar activities. (p6)
Join in with familiar number
songs, stories and games
with prompting. (p5)
Follow others in number
rhymes and songs and
playing finger games (p4)
Show anticipation in pointing
and touching (p4).
Co-ordinate sounds using
fairly consistent sounds as
number words (p4 )
P levels 1- 3
Encounter and explore
numerals 1-9 and beyond
10
Encounter and explore
images and language of
order and position in
number and size and
quantity *
Differentiated Planning for Lower Key Stage Two Pupils in Special Settings.
Suggeste Suggested
d hours frequency of
per unit unit.
per term
Context
Topics from
year3 medium
term planning.
Context
Year 3
Yearly Teaching Programme
Place
value,
ordering,
estimating,
rounding
Know what each digit
represents and partition
three-digit numbers into
a multiple of 100, a
multiple of 10, and ones.
Unit (2)
To multiply by 10/100,
shift the digits one/two
places to the left.
Read and begin to write
the vocabulary of
estimation
Estimate up to 100
objects
Level One
(Year One )
Begin to know what each
digit in a two digit
number represents.
Partition a ‘teens’
number into tens and
ones.
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Recognise numeral 1-9
then 0 and 10 then
beyond 10
Begin to recognise
numerals from 1-9 and
relate them to sets of
objects (p8)
Begin to recognise
numerals from 1- 5 and
to understand that each
represents a constant
number or amount. (p7)
Touch or point to two or
three objects in turn
applying a counting
sound to each (p5ls
Encounter and explore
numerals 1-9 and
beyond 10
Estimate a small number
and check by counting
(p8)
Identify sets of up to 3
objects.(p6)
Indicate 1 or 2 ( p5)
Shows awareness of
large and small sets
through pointing and
touching. (p4
Count in 10s
count in tens from and
back to zero
Understand the
vocabulary of estimation
and give a sensible
estimate of up to 10
objects
Recognise small
numbers without
counting
Estimate a number within
a range and check by
counting
Encounter and explore
images of one, lots and
none.*
Encounter and explore
images and language of
order and position in
number and size and
quantity *
Differentiated Planning for Lower Key Stage Two Pupils in Special Settings.
Suggeste Suggested
d hours frequency of
per unit unit.
per term
1
Context
Topics from
year3 medium
term planning.
Context
Year 3
Yearly Teaching Programme
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
Level One
(Year One )
Time-
Read and begin to use
the vocabulary related to
time
Understand and use the
vocabulary related to
time.
Begin to Understand and
use the vocabulary
related to time
Is able to indicate first
and last
Before and after ( p8)
Talk about how often
events occur
Be aware of the
language of clock time in
rhymes and stories
(Page1 of 2)
P level 4-6
Listen to and discuss
stories such as Monster Monday
(Susanna Gretz) And Mr Wolfs Week (Colin
Hawkins)
use units of time and
know the relationships
between them( second,
minute, hour, day week,
month, year)
Suggest suitable units to
estimate or measure
time.
order familiar events in
time
sequence familiar events
in their day, week, life
know that 1 week = 7
days and 1 day = 24
hours
participate in the
completion of pictorial
timetables (p8)including
indicating which activity
is first and which is last
recognise order in the
day through ordering of
significant events (p8)
Anticipate , follow and
join in a sequence of
events in a familiar
context ( p4)
Make estimates and
check using a simple
timers
e.g. estimate whether you can:• change for PE before the sand runs through the timer;
• pack the bricks away before I count to Wolf’s Week by Colin Hawkins
e.g. how many jumps before the door closes
e.g. carry out events against a clock or time count ( p5)
e.g Show awareness of changes in quantity. (P4)
read the time to the half
hour on analogue clocks
begin to read o clock
time
participate in the
completion of pictorial
timetables (p8)
show some awareness of
clock time in rhymes and
stories(p8)
show an awareness of
time through some
familiarity with significant
times of the day ( p8)
Encounter and explore
images and language of
order and position in
number and size and
quantity *
Participates in the
sequencing of pictures of
two daily events ( p6)
Begin to be aware of the duration of time-
Read the time to 5
minutes on an analogue
clock and a 12-hour
digital clock, and use the
notation 9:40
P levels 1- 3
carry out events against
a clock count ( p5)
Experience changing duration
e.g. sustained piece music
followed by bursts of music.
Manipulate objects with
deliberate involvement and
observe the effects of actions
(p3) e.g. holding the control
on a sensory room object
down for varying lengths of
time
e.g Explore long and short
sounds on a keyboard with
and adult(p3)
Suggeste Suggested
d hours frequency of
per unit unit.
per term
Context
Topics from
year3 medium
term planning.
Context
Year 3
Yearly Teaching Programme
Time-
Use a calendar.
(Page2 of 2)
Solve word problems
involving numbers in ‘real
life’, money and measures,
using one or more steps.
Explain how the problem
was solved.
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Begin to know the days
of the week in order
Talk about days of the
week in everyday
activities like taking
the register, keeping a
weather chart…
listen to and discuss
stories such as Monster
Monday (Susanna Gretz)
And Mr Wolfs
Week(Colin Hawkins)
Begin to know the days
of the week in order
Join in repeating the
names of the days of the
week.
Associate familiar
activities and
experiences to days of
the week
participate in the
completion of pictorial
diaries (p8)
show an awareness of
time through some
familiarity with names of
days of the week ( p8)
Begin to join in repeating
the names of the days of
the week. (p8)
follows others saying
and the days of the week
in order in familiar
contexts e.g. chants,
rhymes, songs, and
stories. ( p6)
Experience activities e.g.
rhymes relating to
naming the days of the
week. (p4)
Experience activities e.g.
rhymes relating to
naming the days of the
week.
Use mental strategies to
solve simple problems set in
‘real life’, money or
measurement contexts,
using counting,
addition, subtraction, halving
or doubling, explaining
methods and reasoning
orally. )
Use developing
mathematical ideas and
methods to solve practical
problems involving time in
a real or role play context.
Level One
(Year One )
Joins in with saying and
the days of the week in
order in familiar contexts
e.g. chants, rhymes,
songs, and stories. ( p7)
With support associate
familiar activities and
experiences to days of
the week (p7)
Begin to use developing mathematical understanding
and counting to solve simple problems involving time
that they may encounter in play, games or other work.
e.g can you finish …… by the time…..
With support pupils make
purposeful actions directed
towards solving simple
mathematical problems
e.g giving an object of
reference for home time at
the appropriate time
Differentiated Planning for Lower Key Stage Two Pupils in Special Settings.
Suggeste Suggested
d hours frequency of
per unit unit.
per term
Context
Topics from
year3 medium
term planning.
Context
Year 3
Yearly Teaching Programme
Level One
(Year One )
Measures
–
Money
Recognise all coins and
notes
Recognise coins of different
values
Exchange coins up to 10p
for an equivalent value in
smaller
coins. Extend to 20p.
Bridging Level
( Reception Yearly Teaching
Programme)
Sort coins, including the £1 and
£2 coins and use them in role
play to play and give change
Distinguish coins. E.g:
• sort money into spaces in a
shop till, e.g. 10p, 50p, £1, £2;
• feed 20p or 50p coins into a
pretend drinks machine or car
park ticket machine;
• buy 20p stamps, using 20p
coins;
• in the ‘pound shop’, buy items
costing £1, using £1 coins.
P level 7- 8
Understand different coins have
different values (p8)
Begin to understand coins have
different values (p7) e.g. the
difference between copper and
silver coins
Begin to recognise that some
coins have a greater value than
others, and will buy more: e.g,
2p is worth more than 1p; 5p is
worth more than 2p; £2 is worth
more than £1.e.g. Begin to count
up how much this is altogether.
Find totals, give change and
work out how to pay.
Choose appropriate number
operations and calculation
methods to solve word
problems. Explain and
record methods informally.
Understand £/p notation (eg
£3.06)
.
Find totals and change up to
20p.
Work out how to pay the
exact amount using smaller
coins (up to 10p, extend to
20p).
Use mental strategies to
solve simple problems set in
‘real life’, money or
measurement contexts,
using counting,
addition, subtraction, halving
or doubling, explaining
methods and reasoning
orally.
Use coins to pay for things
or buy things in the class
‘shop’,
tickets on the ‘bus’, at the
‘funfair’ or ‘skittle alley’…
recognising that coins are
used to pay and give
change.
Use developing
mathematical ideas and
methods to solve practical
problems involving counting
and comparing in a real or
role play context.
Begin to use coins in role
play to play paying and
giving change.(p8).
Use 1p and 2p coins for
items up to 10p(p7)
P level 4-6
P levels 1- 3
Experience the full range of
British coins ( feel, sort, use
in role play)
Begin to understand that
different coins are used in
real life giving and receiving
activities
Encounter and explore coins.
Experience exchanging
selected coins in exchange
for priced items in the range
1p-5p in a practical context
(p6)
Experience exchanging
coins in exchange for items
in a practical context (p5)
Begin to use developing
mathematical understanding
and counting to solve simple
problems involving coins
that they may encounter in
play, games or other work.
(p8)
Be aware of cause and
effect in familiar
mathematical activities (
giving coins or tokens in
exchange for items or
events) (p4)
Use emerging
understanding of counting
small amounts to solve
simple problems practically.
E.g use 1p coins for items
up to 5p (p6/(p5)
Demonstrate emerging
understanding of money by
using coins, notes or credit
cards as payment when
participating in practical
giving and receiving
activities. (p4)
Encounter and explore
ideas of exchanging objects.
To experience and
participate in a range of
practical life activities
concerned with giving and
receiving.
With support pupils make
purposeful actions directed
towards solving simple
mathematical problems e.g
giving an object of reference
for dinner in exchange for
the meal.
Differentiated Planning for Lower Key Stage Two Pupils in Special Settings.
Suggeste Suggested
d hours frequency of
per unit unit.
per term
Context
Topics from
year3 medium
term planning.
Context
Year 3
Yearly Teaching Programme
Calculation
Extend understanding of the
operation of addition :continue to recognise that
addition can be done in any
order and check addition by
repeating addition in a different
order.
that more than two numbers can
be added;
Read and begin to write related
vocabulary
Understand the operation of
addition
Use the knowledge that addition
can be done in any order to help
to o mental calculations more
efficiently e.g. Put the larger
number first and then Count on
in ones, including beyond 10,
e.g. 7 + 5
Begin to relate addition to
combining two groups of objects
counting objects; extend to three
groups of objects..
Begin relate addition to counting
on
Extend understanding of the
Understand the operation of
subtraction (as take away).
Begin to relate subtraction to
taking away
Addition and
subtraction
Page 1 of 2
Level One
(Year One )
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
P level 4-6
Encounter and explore concepts
of calculation as changing
quantities
.
operation of subtraction and that
subtraction is the inverse of
addition.Use the understanding
to check calculations e.g Check
subtraction with addition.
Read and begin to write related
vocabulary.
Increase mental calculation
strategies
 Use knowledge that addition can be
done in any order to do mental calculations
more efficiently. For example: put the larger
number first and count on;
 add three or four small numbers by
putting the largest number first and/or by
finding pairs totalling 9, 10 or 11;
 partition into ‘5 and a bit’ when adding 6,
7, 8 or 9 (e.g. 47 + 8 = 45 + 2 + 5 + 3 = 50 +
5 = 55);
 partition into tens and units, then
recombine (e.g. 34 + 53 = 30 + 50 + 4 + 3).
 Find a small difference by counting up
from the smaller to the larger number (e.g.
102 – 97).
 3Identify near doubles, using doubles
already known (e.g. 80 + 81).
 Add and subtract mentally a ‘near
multiple of 10’ to or from a two-digit
number… by adding or subtracting 10, 20,
30… and adjusting.
 Use patterns of similar calculations.
 Say or write a subtraction statement
corresponding to a given addition
statement, and vice versa.
 Use known number facts and place
value to add/subtract mentally.
 Bridge through a multiple of 10, then
adjust.
P levels 1- 3
In practical situations add one to
or take one away from a number
of objects (p8)
estimate a small number and
check by counting ( p8)
respond appropriately to key
vocabulary and questions , for
example How many” (p7)
begin to recognise difference in
quantity (p7)
in practical situations respond to
“add one” and “take one”.(p7)
count reliably at least 5 objects.
Understanding the cardinal( p7)
Has some recognition of
numerals up to 5 and realises
that numerals can record the
number of objects.(p6)
when cooperating with others in
combining and separating
groups demonstrate that they
are aware of contrasting
quantities- for example one and
lots ( p5)
experience losing and having
items taken from them ( p4)
experience the result of
combining two groups ( p4)
Offer and accept items, express
anticipation and awareness of
opportunities to obtain items,
show regret at losing( p3)
Register if a significant change
has been made to a group of
objects (p3)
show anticipation when people
are dividing up and distributing
objects. ( p3)
Experience getting a lot and not
getting much – with varying
numbers to share among( p3)
Enjoy experience of things being
collected or of gaining and
discarding things ( p2ii)
Enjoy experience of uncovering
objects that have been hidden (
p2ii)
Suggeste Suggested
d hours frequency of
per unit unit.
per term
Context
Topics from
year3 medium
term planning.
Calculation
Addition and
subtraction
Page 2 of 2
Context
Year 3
Yearly Teaching Programme
Know by heart:
all addition and subtraction facts
for each number to 20;
all pairs of multiples of 100 with a
total of 1000 (e.g. 300 + 700).
Derive quickly:
all pairs of multiples of 5 with a total
of 100 (e.g. 35 + 65).
Level One
(Year One )
Know by heart all pairs of numbers
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
P level 4-6
P levels 1- 3
select two groups of objects to make
a total (p8)
In practical situations add one to or
take one away from a number of
objects (p8)
estimate a small number and check
by counting ( p8)
Has some recognition of numerals up
to 5 and realises that numerals can
record the number of objects.(p6)
Encounter and explore concepts of
calculation as changing quantities
with a total of ten.
Addition facts for all pairs of numbers
with a total to at least five ( ten) and
the corresponding subtraction facts
respond appropriately to key
vocabulary and questions , for
example How many” (p7)
when cooperating with others in
combining and separating groups
demonstrate that they are aware of
contrasting quantities- for example
one and lots ( p5)
begin to recognise difference in
quantity (p7)
experience losing and having items
taken from them ( p4)
in practical situations respond to “add
one” and “take one”.(p7)
count reliably at least 5 objects.
Understanding the cardinal( p7)
experience the result of combining
two groups ( p4)
Offer and accept items, express
anticipation and awareness of
opportunities to obtain items, show
regret at losing( p3)
Register if a significant change has
been made to a group of objects (p3)
show anticipation when people are
dividing up and distributing objects. (
p3)
Experience getting a lot and not
getting much – with varying numbers
to share among( p3)
Enjoy experience of things being
collected or of gaining and discarding
things ( p2ii)
Enjoy experience of uncovering
objects that have been hidden ( p2ii)
Pencil and paper procedures (+ and –
)
Use informal pencil and paper
methods to support, record or explain
HTU ± TU, HTU ± HTU.
Begin to use column addition and
subtraction for HTU ± TU where the
calculation cannot easily be done
mentally.
Use +, - and = signs
Begin to use + ,– and = signs to
record mental calculations in a
number sentence and to recognise
the use of symbols such as  or  to
stand for an unknown number
Relate numerals 1-9 to set of objects
Choose and use appropriate
operations (including
multiplication and division) to
solve word problems, and
appropriate ways of calculating:
mental, mental with jottings, pencil
and paper.
Use mental strategies to solve simple
problems set in ‘real life’, money or
measurement contexts, using
counting,
addition, subtraction, halving or
doubling, explaining methods and
reasoning orally.
Use developing mathematical ideas
and methods to solve practical
problems involving counting and
comparing in a real or role play
context
In role play and practical situations
estimate the number of everyday
objects and check by counting. e.g.
Make simple estimates and
predications; for example the number
of cubes that will fit in a box
Talk about and record in own way
how a problem was solved.
Begin to relate numerals from 1-9 to
sets of objects (p8)
Begin to recognise numerals from 1 to
5 and to understand that each
represents a constant number or
amount. (p7)
Use tallies to represent ( record and
remember) quantities (p7)
Use practical methods to associate
names and symbols with numbers.
(P6)
Realise numerals represent quantities
(p5)
Begin to use consistent practical
representations to symbolize
quantities (p4)
Begin to use developing mathematical
understanding and counting to solve
simple problems to solve simple
problems they may encounter in play,
games or other work. (p8)
In role play and practical situations
estimate a small number of everyday
objects and check by counting (p8)
Use emerging understanding of
counting small amounts to solve
simple problems practically. (p5)
Demonstrate emerging understanding
of number e.g. when participating in
motivating events that give
opportunity to score and count ,e.g.
classroom basketball shots(p4)
Encounter and explore the concept of
representing ‘something’ with an
object, symbol or action*.e.g.
-Hear sound of siren, then see police
car. (P3)
-Attend to the activities of adults, and
start to link personal items with
significant events – a coat represents
going outside.
-Start to associate particular routines
with significant events – when
particular people arrive it will be time
for……
With support pupils make purposeful
actions directed towards solving
simple mathematical problems e.g.
needing one more cup and indicating
where the cup should go.
Use a socially meaningful object to
prompt adult action, for example, coat
for home, tape for music.
Differentiated Planning for Lower Key Stage Two Pupils’ in Special Settings.
Sugge
sted
hours
per
unit
Sugge
sted
freque
ncy of
unit.
Topics from
year3
medium
term
planning
Context
Year 3
Yearly Teaching
Programme
Level One (Year One)
Bridging Level
( Reception Yearly
Teaching Programme)
P level 7- 8
P level 4-6
Shape
Classify and describe 3D
and 2D shapes, referring
to reflective symmetry,
faces, sides, edges ,
vertices, angles.
Use everyday language to
name, sort and describe
features of familiar 2D
and 3D shapes, referring
to properties of the shape
as the flat faces, number
of faces etc.
Use language such as
circle or bigger to
describe shape and size
of solids and flat shapes.
Begin to name solids
such as cubes, cones and
spheres and flat shapes
such as triangle, square
and rectangle
Begin to use
mathematical vocabulary
such as ‘straight’, ‘circle’,
‘larger’ to describe the
shape and size of solids
and flat shapes.(P8)
Start to pick out named
shapes from a collection
(P7)
Manipulate 3D and 2D
shapes from a collection
varying in property such
as size, shape and
properties of sides eg flat
and curved.(P6)
Investigate a general
statement about familiar
shapes by finding
examples that satisfy it.
Explain reasoning orally.
Begin to relate solid
shapes to pictures of
them
Identify and sketch lines
of symmetry in simple
shapes, and recognise
shapes with no lines of
symmetry.
Sketch the reflection of a
simple shape in a mirror
line along one edge.
Fold shapes in half, then
make into symmetrical
patterns.
Make and describe
shapes and patterns.
Make and describe
models, patterns and
pictures using
construction kits,
everyday materials etc.
Recognise simple
patterns and
relationships, generalise
and predict. Suggest
extensions by asking
what if
Identify right angles in 2D
shapes and in the
environment
Recognise simple
patterns and
relationships, generalise
and predict. Suggest
extensions by asking
what if
Recognise whole turns
and half turns
Talk about, recognise and
recreate shapes and
patterns. e.g symmetrical
patterns in the
environment
Talk about, recognise and
recreate shapes and
patterns and models. e.g.
simple repeating patterns
in the environment and
describe them.
Put sets of objects in
order of size.
Explore and talk about
things that turn e.g, hands
on a clock, wheels and
taps.
Begin to recognise (P7)
and describe (P8)
symmetrical patterns
Encounter and explore
the consequential
properties of shape (P3)
Experience the global
properties of an object.
E.g feeling shape and
contours (P2)
To encounter and tolerate
the feel of different
shapes.(P1)
Investigate a general
statement about familiar
shapes by finding
examples that satisfy it.
Explain reasoning orally.
Relate solid shapes to
pictures of them
P levels 1- 3
Demonstrating an
understanding of
symmetrical patterns(P6)
Join in with the creation of
symmetrical patterns (P5)
Show an interest in
creating a symmetrical
pattern (P4)
Show anticipation in
pointing and touching
(p4).
Experience and explore
symmetrical patterns (P3)
Show anticipation of the
next objector ,sound in a
pattern (P3)
Respond to the creation
and continuation of simple
mathematical patterns
(P2)
Experience simple
mathematical patterns eg
regular rhythms.(P1)
Encounter and explore
changes of orientation of
themselves and objects;
e.g. Begin to manipulate and
rotate everyday objects ( p2)
Differentiated Planning for Lower Key Stage Two Pupils’ in Special Settings.
Suggest
Suggest
Topics from
Context
ed hours
ed
year3 medium
Year 3
per unit
frequenc
term planning
Yearly Teaching Programme
y of unit.
Position and
movement
Read and begin to write the
vocabulary related to position,
direction and movement: for
example, describe and find
the position of a square on a
grid of squares with the rows
and columns labelled.
Level One (Year One)
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Use everyday language to
describe position direction
and movement
Use everyday words to
describe position, direction
and movement: for example,
follow and give instructions
about positions, directions
and movements in PE and
other activities.
e.g
Use a variety of objects to
make models, pictures and
patterns, and describe them.
Begin to use everyday words
to describe position, direction
and movement: for example,
follow and give instructions
about positions, directions
and movements in PE and
other activities.
e.g Describe the relationships
of objects in simple models,
pictures and patterns (p8)
Show understanding of
words, signs and symbols
which describe positions( p6)
e.gs find items from positional
and directional cues eg follow
direction symbols, respond to
request such as put the cup
on top of the saucer.
Encounter and explore
changes of position of
themselves and objects;
including the relationship of
objects to themselves
( for further detail see flo
longhorn page 44 and 45)
Use familiar words to
describe position and
movement ) e.g. talks about
where objects are in the
classroom describes a
journey they have taken,( p 7)
Begin to respond to forwards
and backwards (p7)
Copy simple models and
respond to directions to
position components. (p6)
Manipulate positions of
themselves and objects. (p5)
Join in with activities involving
movement and describing
position direction and
movement e.g Search
intentionally for objects in
their usual place a cup on a
tray, a pencil in a draw (p5)
e.g.
begin to react to changes of
perspective when being moved
around the classroom, enjoy
adult commentary on changing
view and position during a
wheelchair journey ( p1)
communicate consistent
preferences and affective
response e.g. to a change in their
position in the classroom ( p2 ii)
Communicate emerging
understanding of position and
direction e.g. by pointing to
show preference re direction
or by directing the placing or
hiding of objects (p4)
Make and describe rightangled turns, including turns
between the four compass
points.
Recognise that a straight line
is equivalent to two right
angles.
Compare angles with a right
angles
Identify right angles in 2-D
shapes and the environment.
Recognise and use the four
compass directions.
.
Recognise whole turns and
half turns
Explore and talk about things
that turn e.g, hands on a
clock, wheels and taps.
show understanding of words,
signs and symbols which
describe positions( p6)
Encounter and explore
changes of orientation of
themselves and objects;
e.g. Begin to manipulate and
rotate everyday objects ( p2)
Differentiated Planning for Lower Key Stage Two Pupils’ in Special Settings.
Sugge
sted
hours
per
unit
Sugge
sted
freque
ncy of
unit.
Topics from
year3
medium
term
planning
Context
Year 3
Yearly Teaching
Programme
Level One (Year One)
Bridging Level
( Reception Yearly
Teaching Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Measures ,
Read and begin to write the
vocabulary related to length
Understand and use the
vocabulary related to length
Begin to understand and use
in practical contexts: size
…length and distance; long
short, tall, high, low, wide,
narrow, deep, shallow, thick,
thin, far, near, close, more
than, less than, most, least
Show awareness of the
vocabulary more and less in
practical situations (p6)
Find long and short on
request. Manipulate positions
of objects using the language
longer and shorter (p5)
Explore and encounter
images to support and some
of the vocabulary of length
(long and short)
Measure and compare using
standard units (km,m,cm)
Compare two, then more,
lengths by direct comparison
beginning to use measuring
instruments e.g. rulers as
object of comparison .
Compare the lengths of two
and then three or more items
in practical contexts e.g.
string, pencils, toy snakes,
using objects marked in
metres or centimetres
Begin to use in practical
contexts: size… length, and
distance: long, short, tall,
high, low, wide, narrow, thick,
thin, near, close .. (p8)
Use familiar words to
describe quantity (p7) e.g a
little bit longer, much shorter
Indicate which of two objects
is longer / shorter or thicker /
thinner (p8) beginning to use
objects marked in regular
intervals to support.
Length
page 1 of 2
Sort objects using a given
criteria e.g. find all the long
objects (p7)
Compare the overall length of
two objects when the
difference is not great. (p6)
Compare one object with
another by looking at length
when the difference is
obvious. Respond to longer
and shorter (p5)
Show awareness of
differences in quantity ( p4)
Encounter and explore
opportunities in practical
situations to compare the
difference between two
lengths
Know the relationship
between km,m and cm.
Begin to use decimal notation
Know 100cm = 1m.
Show 127cm = 1m 27cm
using practical and measuring
equipment
Show emerging awareness of the difference between metres
and centimetres for measuring in practical situations.
Suggest suitable units and
measuring equipment to
estimate or measure length.
Estimate and measure length
using suitable uniform nonstandard units
Begin to estimate lengths in
practical contexts .. about the
same as, a bit longer than, a
bit shorter than. e.g guess
and check: how far can you
throw the beanbag?
Begin to understand and use
the language of estimation of
length in practical contextsestimate, enough, not
enough, nearly, close, about
the same, just over, just
under
Demonstrate interest in the
relationship between between
objects; nearly the same
as…….
Encounter and explore
opportunities in practical
situations to compare the
difference between two
lengths
Sort objects by lengths using
measuring by indirect
comparison with non
standard units to support
decisions e.g. this ribbon is
longer than 10 cubes, this
one is shorter than 10 cubes
Sort objects by lengths
beginning to use measuring
by indirect comparison with
non standard units to support
decisions e.g. this ribbon is
longer than 10 cubes, this
one is shorter than 10 cubes
Show awareness of
measuring using non
standard units. Measure
objects and use language to
talk about the lengths (about
the same as, a bit longer
than, a bit shorter than)
Encounter and explore
measuring a range of objects
using non standard units
(hands, feet, cubes..)
Sugge
sted
hours
per
unit
Sugge
sted
freque
ncy of
unit.
Topics from
year3
medium
term
planning
Context
Year 3
Yearly Teaching
Programme
Level One (Year One)
Bridging Level
( Reception Yearly
Teaching Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Length
page 2 of 2
Read scales and record
estimates and measurements
to the nearest whole and half
units.
Recording estimates and
measurements using uniform
non-standard units.
Say and use number names
to 10 in order in familiar
contexts , following on a
number line e.g. number
rhymes, songs, and stories.
Continue the rote count
onwards along a number line
from any given small number
(p8)
Join in with new number
songs, stories and games
illustrated with a number line.
Join in with new number
songs, stories and games
with prompting.(p6)
Join in rote counting along a
number line up to 5 and use
numbers to five in familiar
activities. (p6)
Join in with familiar number
songs, stories and games
with prompting. (p5)
Follow others in number
rhymes and songs and
playing finger games (p4 )
Show anticipation in pointing
and touching to numbers /
objects along on number line
(p4 ).
Co-ordinate sounds using
fairly consistent sounds as
number words (p4 )
Encounter and explore
images and language of order
and position in number and
size and quantity *
Begin to use developing
mathematical understanding
and counting to solve simple
problems involving length
(p8)
Demonstrate emerging
interest in differences in
length when participating in
motivating events (p4)
Encounter and explore
opportunities in practical
situations to compare the
difference between two
lengths
Order numbers to at least 20
and position them on a
number track.
Solve mathematical
problems or puzzles,
recognise simple
patterns and
relationships,
generalise and
predict. Suggest
extensions by asking
‘What if…?’
Solve simple problems
involving length (use mental
strategies…)
begin to understand and use
ordinal numbers in different
contexts using a number line
to support.
Use developing mathematical
ideas and methods to solve
practical problems involving
length in a real or role play
context
Begin to use mathematical ideas
about matching and sorting to
solve simple mathematical
problems involving length ( p7)
With support pupils make
purposeful actions directed
towards solving simple
problems related to length
using practical equipment
(p3)
Differentiated Planning for Lower Key Stage Two Pupils’ in Special Settings.
Sugge
sted
hours
per
unit
Sugge
sted
freque
ncy of
unit.
Topics from
year3
medium
term
planning
Measures
Mass page
1 of 2
Context
Year 3
Yearly Teaching
Programme
Level One (Year One)
Bridging Level
( Reception Yearly
Teaching Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Read and begin to write the
vocabulary related to mass
Understand and use the
vocabulary related to mass
Begin to understand and use
in practical contexts:
size…mass; heavy, light,
weigh, weight, more than,
less than, most, least
Begin to use in practical
contexts: mass… heavy, light,
weigh, weight (p8)
Show awareness of the
vocabulary more and less in
practical situations (p6)
Find heavy and light request.
Manipulate positions opf
objects using heavier and
lighter language (p5)
Explore and encounter
images and some of the
vocabulary of mass (heavy
and light)
Measure and compare using
standard units (kg,g)
Know the relationship
between kg and g.
Begin to use decimal notation
Suggest suitable units and
measuring equipment to
estimate or measure mass
Compare two masses by
direct comparison
Know 1000g = 1kg.
Show 4200g is more than 4kg
using practical and measuring
equipment
Estimate and measure mass
using suitable uniform nonstandard units
Use familiar words to
describe mass (p7) e.g a little
bit heavier, much lighter.
Distinguishes between weight
and size e.g. can say that the
little tin is heavier than the big
cereal packet.
Compare the mass of two
Sort objects using a given
and then three or more items
criteria e.g find all the heavy
in practical contexts e.g.
objects (p7)
cubes, books, toys using g or
Indicate which of two objects
kg
is heavy / light or heavier /
lighter (p8) using g or kg
Show emerging awareness of the difference between kilograms
and grams for measuring in practical situations
Begin to estimate masses in
practical contexts.. about the
same as, a bit heavier than, a
bit lighter than. e.g. guess
and check: Is the banana
lighter than the orange?
Begin to understand and use
the language of estimation of
mass in practical contextsestimate, enough, not
enough, nearly, close, about
the same, just over, just
under, just lighter, just
heavier
Sort objects by mass using
measuring by indirect
comparison with non
standard units to support
decisions e.g. this teddy is
heavier than 10 penny coins ,
this teddy is lighter than ten
penny coins.
Demonstrate how to measure
mass using non standard
units. Talk about mass using
about the same as, a bit
heavier than, a bit lighter
than.
Compare two objects when
the difference is not great.
Compare the overall mass
(p6)
Compare one object with
another by looking at mass.
Respond to heavier and
lighter (p5)
Show awareness of
differences in mass ( p4)
Demonstrate interest in the
relationship between objects;
nearly the same as…….
Show awareness of
measuring using non
standard units. Measure
objects and use language to
talk about the mass (about
the same as, a bit heavier
than, a bit lighter than)
Encounter and explore in
practical situations to
compare the difference
between two masses
Encounter and explore
opportunities in practical
situations to compare the
difference between two
masses
Encounter and explore
measuring a range of objects
using non standard units
(books, shoes, cubes)
Sugge
sted
hours
per
unit
Sugge
sted
freque
ncy of
unit.
Topics from
year3
medium
term
planning
Mass page
2 of 2
Context
Year 3
Yearly Teaching
Programme
Level One (Year One)
Bridging Level
( Reception Yearly
Teaching Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Solve mathematical
problems or puzzles,
recognise simple
patterns and
relationships,
generalise and
predict. Suggest
extensions by asking
‘What if…?’
Solve simple problems
involving mass (use mental
strategies…)
Use developing mathematical
ideas and methods to solve
practical problems involving
mass in a real or role play
context
Begin to use developing
mathematical understanding
and counting to solve simple
problems involving mass(p8)
Demonstrate emerging
interest in differences in mass
when participating in
motivating eventss (p4)
With support pupils make
purposeful actions directed
towards solving simple
problems related to mass
using practical equipment
(p3)
Read scales and record
estimates and measurements
to the nearest whole and half
units.
Recording estimates and
measurements using uniform
non-standard units.
Say and use number names
to 10 in order in familiar
contexts following on a
number line e.g. number
rhymes, songs, and stories.
Continue the rote count
onwards along a number line
from any given small number
(p8)
Join in with new number
songs, stories and games
illustrated with a number line.
Join in with new number
songs, stories and games
with prompting.(p6)
Join in rote counting along a
number line up to 5 and use
numbers to five in familiar
activities. (p6)
Join in with familiar number
songs, stories and games
with prompting. (p5)
Follow others in number
rhymes and songs and
playing finger games (p4 )
Show anticipation in pointing
and touching to numbers /
objects along on number line
(p4 ).
Co-ordinate sounds using
fairly consistent sounds as
number words (p4 )
Encounter and explore
images and language of order
and position in number and
size and quantity *
Order numbers to at least 20
and position them on a
number track.
begin to understand and use
ordinal numbers in different
contexts using a number line
to support.
Begin to use mathematical ideas
about matching and sorting to
solve simple mathematical
problems involving mass ( p7)
Differentiated Planning for Lower Key Stage Two Pupils’ in Special Settings.
Sugge
sted
hours
per
unit
Sugge
sted
freque
ncy of
unit.
Topics from
year3
medium
term
planning
Measurescapacity
Context
Year 3
Yearly Teaching
Programme
Level One (Year One)
Bridging Level
( Reception Yearly
Teaching Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Read and begin to write
the vocabulary related to
capacity.
Understand and use the
vocabulary related to
capacity.
Begin to understand and
use in practical contexts:
size…capacity; full, half
full, part empty, empty,
more than, less than,
most, least
Begin to use in practical
contexts: capacity. full,
half full, empty (p8)
Use familiar words to
describe capacity (p7) e.g
almost full, nearly empty
Explore and encounter
images and some of the
vocabulary of capacity
(full and empty)
Measure and compare
using standard units
(L,ml)
Compare two capacities
by direct comparison
Know the relationship
between (L,ml).
Begin to use decimal
notation
Know 1000ml = 1L.
Show 4200ml is more
than 4L using practical
and measuring equipment
Compare the capacity of
Sort objects using a given
two and then three or
criteria e.g find all the full
more items in practical
objects (p7)
contexts e.g. the amount
Indicate which of two
of juice in a jug or cup
objects is full / half full /
using ml or L
empty (p8) using ml or L
Show emerging awareness of the difference between
litres and teaspoons for measuring in practical
situations.
Suggest suitable units
and measuring equipment
to estimate or measure
capacity.
Estimate and measure
capacity using suitable
uniform non-standard
units
Show awareness of the
vocabulary more and less
in practical situations (p6)
Find full, half full and
empty on request.
Manipulate positions
using more and less
language (p5)
Compare two objects
when the difference is not
great. Compare the
overall capacity (p6)
Compare one object with
another by looking at
capacity. Respond to full
and empty (p5)
Show awareness of
differences in capacity (
p4)
Demonstrate interest in
the relationship between
objects; nearly the same
as…….
Page 1 of 2
Begin to estimate
capacity in practical
contexts.. about the same
as, a bit fuller, a bit
emptier. e.g guess and
check: How full will this
bottle be when I pour in
this jug of water?
Begin to understand and
use the language of
estimation of capacity in
practical contextsestimate, enough, not
enough, nearly, close,
about the same, just over,
just under,
Sort objects by capacity
using measuring by
indirect comparison with
non standard units to
support decisions e.g. this
jug holds more cups than
this bowl
Demonstrate how to
measure capacity using
non standard units. Talk
about capacity using
about the same as, a bit
fuller than, a bit emptier
than.
Show awareness of
measuring using non
standard units. Measure
objects and use language
to talk about the capacity
(about the same as, a bit
fuller than, a bit emptier
than)
Encounter and explore in
practical situations to
compare the difference
between two capacities
Encounter and explore
opportunities in practical
situations to compare the
difference between two
masses
Encounter and explore
measuring a range of
objects using non
standard units (jugs,cups)
Sugge
sted
hours
per
unit
Sugge
sted
freque
ncy of
unit.
Topics from
year3
medium
term
planning
capacity
Page 2 of 2
Context
Year 3
Yearly Teaching
Programme
Level One (Year One)
Bridging Level
( Reception Yearly
Teaching Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Read scales and record
estimates and
measurements to the
nearest whole and half
units.
Recording estimates and
measurements using
uniform non-standard
units.
Say and use number
names to 10 in order in
familiar contexts following
on a number line e.g.
number rhymes, songs,
and stories.
Continue the rote count
onwards along a number
line from any given small
number (p8)
Join in with new number
songs, stories and games
illustrated with a number
line.
Join in with new number
songs, stories and games
with prompting.(p6)
Join in rote counting
along a number line up to
5 and use numbers to five
in familiar activities. (p6)
Join in with familiar
number songs, stories
and games with
prompting. (p5)
Follow others in number
rhymes and songs and
playing finger games (p4 )
Show anticipation in
pointing and touching to
numbers / objects along
on number line (p4 ).
Co-ordinate sounds using
fairly consistent sounds
as number words (p4 )
Demonstrate emerging
interest in differences in
capacity when
participating in motivating
events (p4)
Encounter and explore
images and language of
order and position in
number and size and
quantity *
Order numbers to at least
20 and position them on a
number track.
Solve mathematical
problems or puzzles,
recognise simple patterns
and relationships,
generalise and predict.
Suggest extensions by
asking ‘What if…?’
Solve simple problems
involving capacity (use
mental strategies…)
begin to understand and
use ordinal numbers in
different contexts using a
number line to support.
Use developing
mathematical ideas and
methods to solve practical
problems involving
capacity in a real or role
play context
Begin to use developing
mathematical
understanding and
counting to solve simple
problems involving
capacity(p8)
Begin to use
mathematical ideas about
matching and sorting to
solve simple
mathematical problems
involving capacity ( p7)
With support pupils make
purposeful actions directed
towards solving simple
problems related to capacity
using practical equipment
(p3)
Differentiated Planning for Lower Key Stage Two Pupils’ in Special Settings.
Suggest
ed hours
per unit
Suggest
ed
frequenc
y of unit.
Topics from
year3 medium
term planning
Context
Year 3
Yearly Teaching Programme
Level One (Year One)
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Handling
data
Solve a given problem by
collecting,sorting and
organising information in
simple ways
sorting, classifying and
organising information in simple
ways
Sort and match objects, pictures
or children themselves justifying
the decisions mad e.
Begin to be able collect
Sort objects and materials
according to given criteria (p6)
Encounter and explore images
and language of matching and
sorting.
e.g. integrate picking and
placing schema to place items
next to each other; combine
objects appropriately. (p3)
Page 1 of
3
information through purposeful
enquiries (p8)
Begin to be able with support to
collect information through
purposeful enquiries (p7)
Count larger collections by
grouping them: for example,
in tens, then other numbers.
Begin to sort objects and
materials according to a single
attribute (p5) e.g. size or shape.
With support match objects or
pictures(p5)
show an awareness of common
features of familiar objects e.g
bristles on a variety of brushes
(p3)
personal likes and dislikes (P8)
Tries to order objects using
familiar organisations when
they are in disarray(p4)
Complete a range of
classification activities using
given criteria ( P7).
Select a similar object to match
e.g. pairing shoes,
colour/gender matching an
outfit.(p4)
show familiarity with itemisation,
selection and collection by
pointing at items to be added or
removed from collections ( p3i)
Identify when an object is
different and does not
belong to a given familiar
category. (P7).
Begin to show numerical
information through collecting
objects or tokens (p4)
e.g. focus on specific features
and maintain interest,
cooperative exploration , repeat
responses ( p2)
Make choices relating to
Begin to understand and
respond to the vocabulary same
as when selecting objects to
match. (p4)
Use perception to identify which
group is larger of smaller (p5)
Use a computer with a simple
graphing program to
enter and display data.
Discuss how quickly the
computer can do it and which
chart, graph or table
shows the information best.
Solve a given problem by
organising and interpreting data
in simple lists
Represent quantities using graphical ict programmes
( p8)
Solve a given problem by
sorting, classifying and
organising information in simple
ways such as a list or simple
table using objects or pictures.
Use developing mathematical
ideas and methods to solve
practical problems involving
counting and comparing in
practical and role play contexts.
Begin to use developing
mathematical ideas and methods
to solve practical problems
involving counting and comparing
in practical and role play
contexts.(p8)
To develop a means of recording a
simple sorting activity (p8)
Begin to use mathematical ideas
about matching and sorting to
solve simple mathematical
problems ( p7)
Use there perception to estimate
which group is larger or smaller
then count to check (p7)
Make comparisons to solve
problems- match items one to
one to organise them e.g. have
we got enough cups (p6)
Solve simple problems
practically, e.g. organise items
into rows so o that they can be
compared (p5)
Use perception to identify which
group is larger of smaller (p5)
Encounter and explore
contrasting images and
activities of order and chaos
linked with organising data
Suggest
ed hours
per unit
Suggest
ed
frequenc
y of unit.
Topics from
year3 medium
term planning
Context
Year 3
Yearly Teaching Programme
Level One (Year One)
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Handling data
page 2 of 3
Solve a given problem by
organising and interpreting data in
frequency tables
Solve a given problem by sorting,
classifying and organising
information in simple ways such as
a list or simple table using objects
or pictures.
Use developing mathematical
ideas and methods to solve
practical problems involving
counting and comparing in
practical and role play contexts.
Begin to use developing
mathematical ideas and methods
to solve practical problems
involving counting and comparing
in practical and role play
contexts.(p8)
Make comparisons to solve
problems- match items one to one
to organise them e.g. have we got
enough cups (p6)
Encounter and explore contrasting
images and activities of order and
chaos linked with organising data
To develop a means of recording a
simple sorting activity (p8)
Begin to use mathematical ideas
about matching and sorting to
solve simple mathematical
problems ( p7)
Solve a given problem by
organising and interpreting data in
pictograms with the symbol
representing two units.
Solve a given problem by sorting,
classifying and organising
information in simple ways using
objects or pictures
Use developing mathematical
ideas and methods to solve
practical problems involving
counting and comparing in
practical and role play contexts.
Use there perception to estimate
which group is larger or smaller
then count to check (p7)
Begin to use developing
mathematical ideas and methods
to solve practical problems
involving counting and comparing
in practical and role play
contexts.(p8)
Begin to use mathematical ideas
about matching and sorting to
solve simple mathematical
problems ( p7)
To develop a means of recording a
simple sorting activity (p8)
Recognise that a symbol is
associated with an event, person
or object (p8)
Use there perception to estimate
which group is larger or smaller
then count to check
Solve a given problem by
organising and interpreting data in
bar charts – intervals labelled in
ones then twos
Solve a given problem by sorting,
classifying and organising
information in simple ways using
objects or pictures(arranged as a
practical graph)
Use developing mathematical
ideas and methods to solve
practical problems involving
counting and comparing in
practical and role play contexts.
To be able to sort and organise
pictorial information.(p7)
Begin to use developing
mathematical ideas and methods
to solve practical problems
involving counting and comparing
in practical and role play
contexts.(p8)
Begin to use mathematical ideas
about matching and sorting to
solve simple mathematical
problems ( p7)
Represent data derived from
choices on a chart and respond to
questions such as, ‘which xxxxx
does the class like best?) (p8)
Compare directly heights where
the difference is marked and
indicate the taller one or the
shorter one.(p8)
Use there perception to estimate
which group is larger or smaller
then count to check
Solve simple problems practically,
e.g. organise items into rows so o
that they can be compared (p5)
Participate in representing data by
using fingers or photographs to
tally (p4)
Use perception to identify which
group is larger of smaller (p5)
Make comparisons to solve
problems- match items one to one
to organise them e.g. have we got
enough cups (p6)
Encounter and explore contrasting
images and activities of order and
chaos linked with organising data
Solve simple problems practically,
e.g. organise items into rows so o
that they can be compared (p5)
With some inconsistencies and
support make simple sets which
are corresponding to actual
images or objects (p5)
Begin to show numerical
information through collecting
objects or tokens (p4)
Begin to use written symbols or
marks to represent amounts (p4)
Use perception to identify which
group is larger of smaller (p5)
Make comparisons to solve
problems- match items one to one
to organise them e.g. have we got
enough cups (p6)
Solve simple problems practically,
e.g. organise items into rows so o
that they can be compared (p5)
Begin to show numerical
information through collecting
objects or tokens (p4)
Use perception to identify which
group is larger of smaller (p5)
Encounter and explore contrasting
images and activities of order and
chaos linked with organising data
Suggest
ed hours
per unit
Suggest
ed
frequenc
y of unit.
Topics from
year3 medium
term planning
Context
Year 3
Yearly Teaching Programme
Level One (Year One)
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Handling Data
Solve a given problem by
organising and interpreting data in
Venn diagrams – one criterion.
Solve a given problem by sorting,
classifying and organising
information in simple ways
Use developing mathematical
ideas and methods to solve
practical problems involving
counting and comparing in
practical and role play contexts.
Begin to use developing
mathematical ideas and methods
to solve practical problems
involving counting and comparing
in practical and role play
contexts.(p8)
Make comparisons to solve
problems- match items one to one
to organise them e.g. have we got
enough cups (p6)
Encounter and explore contrasting
images and activities of order and
chaos linked with organising data
Page 3 of 3
Begin to use mathematical ideas
about matching and sorting to
solve simple mathematical
problems ( p7)
To develop a means of recording a
simple sorting activity (p8)
Use there perception to estimate
which group is larger or smaller
then count to check
Complete a range of classification
activities using
given criteria.( P7)
Compare collections of objects
and know which contains more/
less. ( p8)
Solve simple problems practically,
e.g. organise items into rows so o
that they can be compared (p5)
Use sorting circles to represent
and interpret data to find out which
set has more, least or most (p6)
show familiarity with itemisation,
selection and collection by pointing
at items to be added or removed
from collections ( p3i)
Sort objects and materials
according to given criteria (p6)
With some inconsistencies and
support use sorting circles to
represent and interpret data to find
out which set has more, least or
most (p5)
Begin to understand and respond
to the vocabulary same as when
selecting objects for sets. (p4)
Use perception to identify which
group is larger of smaller (p5)
Solve a given problem by
organising and interpreting data in
Carroll diagrams – one criterion
Solve a given problem by sorting,
classifying and organising
information in simple ways
Use developing mathematical
ideas and methods to solve
practical problems involving
counting and comparing in
practical and role play contexts.
Begin to use developing
mathematical ideas and methods
to solve practical problems
involving counting and comparing
in practical and role play
contexts.(p8)
To develop a means of recording a
simple sorting activity (p8)
Use there perception to estimate
which group is larger or smaller
then count to check
Begin to use mathematical ideas
about matching and sorting to
solve simple mathematical
problems ( p7)
Identify when an object is different
and does not
belong to a given familiar category.
(P7)
Make comparisons to solve
problems- match items one to one
to organise them e.g. have we got
enough cups (p6)
Solve simple problems practically,
e.g. organise items into rows so o
that they can be compared (p5)
Sort objects and materials
according to given criteria
including when an object is
different and does not belong to
given categories (p6)
Begin to identify a common
category when organising familiar
objects.(p4)
Use perception to identify which
group is larger of smaller (p5)
Encounter and explore contrasting
images and activities of order and
chaos linked with organising data
show familiarity with itemisation,
selection and collection by pointing
at items to be added or removed
from collections ( p3i)
Differentiated Planning for Lower Key Stage Two Pupils’ in Special Settings.
Suggest
ed hours
per unit
Suggest
ed
frequenc
y of unit.
Topics from
year3 medium
term planning
Context
Year 3
Yearly Teaching Programme
Level One/ two (Year One/ two )
Bridging Level
( Reception Yearly Teaching
Programme)
Fractions
Recognise unit fractions
Read time to the hour and
half hour on an analogue
clock.
Begin to recognise simple fractions using practical equipment
(halves).
Equality of
piles of
objects/ parts
of the shape
therefore also
need to know
when are not.
Relationship
part to whole
such as 1/2, 1/3, 1/4, 1/5,
1/10 Begin to recognise
simple fractions that are
several parts of a whole, such
as 3/4, 2/3 or 3/10.
Estimate a simple fraction.
Find fractions of shapes
Begin to develop a pictorial image of a half
quarter is half a half and use
this knowledge.)
Begin to recognise simple
equivalent fractions: for
example, five tenths and one
half, five fifths and one whole.
Compare familiar fractions:
for example, know that on the
number line one half lies
between one quarter and
three quarters.
P level 4-6
P levels 1- 3
Explore materials which show
halves as fractions of different
whole objects and sets of
objects.
Children encounter and
explore separating
objects and ( whole)
groups of objects ( into
equal parts or groups)
Use everyday equipment to
identify simple fractions
(halves, quarters).
Develop a pictorial image of
half and quarter
Recognise that one whole
can be broken into identically
sized pieces using a range of
objects and identify when the
parts are not equal.
Fold shapes in half talk about
the idea of symmetry
Find fractions of numbers/
amounts.
(including knowing that
P level 7- 8
Recognise that one whole
can be shared into identically
sized groups and identify
when the groups are not
equal.
To know and use halving as
the inverse of doubling ( year
2)
Find halves of even numbers
up to 10.
Begin to recognise that two
halves or four quarters make
one whole and that two
quarters and one half are
equivalent ( year 2)
Recognise whole and half
turns
Shift attention between groups of
objects when an adult changes the
arrangement of the groups (P 1ii)
Begin to recognise that one whole can be broken into
identically sized pieces using a range of objects.
Talk about recognise and
match simple symmetrical
shapes. Recognise non
symmetrical shapes
Select two equal groups of
objects to make a given total
..
Explore materials which show
halves as fractions of different
whole objects and sets of
objects..
Begin to talk about recognise
and match simple
symmetrical shapes
Explore simple symmetrical
shapes
Participate in separating
objects into equal groups to
find half as a quantity
Explore materials which
show halves as fractions of
different whole objects and
sets of objects..
.
Demonstrate awareness of
equal quantities by separating
objects into equal groups
from a larger set with help(p6)
Compare fractions in practical
contexts e.g.Fill and empty
containers, describing them
as full, ‘half’ full, (p8)
Matching two groups of
objects( an image of
equivalence) (p7)
Children can compare two different
parts of an object or whole group
of objects assaying which is more ,
which is less or which are equal.
Children compare one part of a
group or shape with another part
of the whole according to its size
using familiar language (p7)
Children compare one part of
a group or shape with another
part of the whole according to
its size and use the word the
same.
Explore materials which show
halves as fractions of different
objects and sets
Children match with help
objects and pictures (p4)
Children compare one part
with another according to its
size(p5)
With some inconsistencies
make simple sets from larger
groups which are equivalent.
(p5)
Children encounter and
explore separating
objects and ( whole)
groups of objects ( into
equal parts or groups)
Participate in activities
where things are made
the same or people are
given the same amount.
Hear language of
distribution and equality (
p2ii)
Children encounter and
explore separating
objects and ( whole)
groups of objects ( into
equal parts or groups)
Shift attention between
groups of objects when an
adult changes the
arrangement of the groups (P
1ii)
Differentiated Planning for Lower Key Stage Two Pupils’ in Special Settings.
Suggest
ed hours
per unit
Suggest
ed
frequenc
y of unit.
Topics from
year3 medium
term planning
Calculation
s
Multiplicatio
n and
division
Context
Year 3
Yearly Teaching Programme
Understand
multiplication as
repeated addition.
Read and begin to write
the related vocabulary.
Extend understanding
that multiplication can be
done in any order.
Level One (Year One)
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Understand and use the
vocabulary of comparing numbers
Count in tens
Begin to recognise , describe and
recreate simple repeating patterns
and sequences. They begin to use
their developing mathematical
understanding(p8)
Use practical methods to associate
names and symbols with numbers.
(P6)
Encounter and explore images of
one, lots and none.*
Count in twos
Understand that more than two
numbers can be added together
Describe and extend number
sequences
know by heart addition doubles
from 1+1 to at least 5+5
Begin to relate addition to counting
on
Begin to relate addition to
combining two groups of objects
extend to three groups
Begin to relate the addition of
doubles to counting on
Count on and back in 2s, 5s and
10 from and back to zero.
Begin to count in steps of 3 from 0
Understand the operation of
addition and use the related
vocabulary
Begin to understand that addition
can be done in any order
Choose and use appropriate
number operations and mental
strategies to solve problems
Begin to use + and = signs to
record mental calculations in a
number sentence
Understand and use the
vocabulary of comparing numbers
Talk about, recognise and recreate
simple patterns
Use the language to compare two
quantities
Begin to relate the addition of
doubles to counting on
Separate(partition) a given number
of objects into two groups
Sort and match objects, pictures or
children themselves justifying the
decision made.
Begin to use the vocabulary used
with addition in practical activities
e.g more than
Respond appropriately to key
vocabulary and questions for
example “How many?”(p7)
Begin to recognise numerals from
1- 5 and to understand that each
represents a constant number or
amount. (p7)
Use tallies to record and
remember quantities (lsp7)
matching two groups of objects –
developing an image of
equivalence (p7)
Count reliably to three and make
sets of up to three objects(P6)
Encounter and explore images and
language of order and position in
number, size and quantity.*
make sets with the same small
number of objects in each ( p5)
copy simple patterns or sequences
( p6)
Encounter and explore concepts of
calculation as changing quantities
encounter and explore images of
exponential growth and decay
copy simple patterns or sequences
( p6)
Encounter and explore images of
patterns.
Realise numerals represent
quantities (p5)
Experience of observing,
identifying and collecting objects
images and sounds into
groups(p3ii)
Use concrete resources( e.g.
tokens) to record and remember
quantities or make pictorial
representations showing quantities
of groups (p5)
Begin to respond to words such as
again and more. (p3i)
make sets with the same small
number of objects in each ( p5)
Indicate one or two(p5)
when cooperating with others in
combining and separating groups
demonstrate that they are aware of
contrasting quantities- for example
one and lots ( p5) e.g gather
different size of groups of different
coloured beads ready to make
jewellery.
With help combine two sets of
objects (p5)
make groups of two using familiar
pairs ( p5)
Show an awareness of changes in
quantity (P4)
Begin to experience a range of
opportunities to make sets with the
same small number of objects in
each ( p4)
experience the result of combining
two groups ( p4)
anticipate, follow and join in
familiar sequences with prompting
(p4)
Initiate exploration and work
independently collecting objects
(P4)
Begin to use consistent practical
representations to symbolise
quantities (p4)
Show interest in words describing
increase (p2 ii)
Experience adult language and
intonation describing increase (p2
i)
Respond to intonations denoting
gain eg in a space game when
aliens land on a planet. (p2ii)
Hear language of distribution and
equality (p2ii)
Experience items being placed or
stacked into
groups/sets/collections and
experience adults use of language
(p1ii)
Encounter people coming and
going showing response to the
presence of one or more
individuals (p1i)
Suggest
ed hours
per unit
Suggest
ed
frequenc
y of unit.
Topics from
year3 medium
term planning
Context
Year 3
Yearly Teaching Programme
Understand division as
grouping (repeated
subtraction) or sharing.
Read and begin to write
the related vocabulary.
Level One (Year One)
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
P level 4-6
P levels 1- 3
Describe and extend number
sequences
Count in tens
Begin to recognise , describe and
recreate simple repeating patterns
and sequences(p8)
In practical situations respond to
take one away from a number of
objects(p8)
Use practical methods to associate
names and symbols with numbers.
(P6)
Count reliably to three and make
sets of up to three objects(P6)
Encounter and explore images and
language of order and position in
number, size and quantity.*
Respond appropriately to key
vocabulary and questions for
example “How many?”(p7)
Copy simple patterns or
sequences
( p6)
encounter and explore images of
exponential growth and decay
Begin to recognise numerals from
1- 5 and to understand that each
represents a constant number or
amount. (p7)
Realise numerals represent
quantities (p5)
Count in twos
Understand and use the
vocabulary of comparing numbers
Begin to use and understand the
related
vocabulary(subtraction/grouping)
Understand the operation of
subtraction and use the related
vocabulary
Count on and back in 2s, 5s and
10 from and back to zero.
Begin to use - and = signs to
record mental calculations in a
number sentence
Understand and use the
vocabulary of comparing numbers
Talk about, recognise and recreate
simple patterns
Count backwards from a given
number
Begin to use the vocabulary used
with subtraction and begin to relate
subtraction to taking away in
practical activities
Use tallies to record and
remember quantities (lsp7)
matching two groups of objects –
developing an image of
equivalence (p7)
In practical situations respond to
take one(p7)
Use concrete resources( e.g.
tokens) to record and remember
quantities or make pictorial
representations showing quantities
of groups (p5)
when cooperating with others in
combining and separating groups
demonstrate that they are aware of
contrasting quantities- for example
one and lots ( p5)
make sets with the same small
number of objects in each ( p5)
Show an awareness of changes in
quantity (P4)
anticipate, follow and join in
familiar sequences with prompting
(p4)
Be aware of cause and effect in
familiar mathematical activities e.g.
Experience losing and having
items taken from them (p4)
Initiate exploration and work
independently collecting objects
(P4)
Begin to use consistent practical
representations to symbolise
quantities (p4)
Encounter and explore concepts of
calculation as changing quantities
Encounter and explore images of
patterns.
Experience of observing,
identifying and collecting objects
images and sounds into groups
Show anticipation when people are
dividing up and distributing
objects. Experience getting a lot
and not getting much when there
are several pupils to share
among(p3)
To participate in shared activities
with less support e.g respond to
words again and more (p3i)
Show interest in words describing
decrease e.g gone, none, nothing
(p2 ii)
Experience adult language and
intonation describing decrease
(p2 i)
Respond to intonations denoting
loss eg in a space game when
aliens leave a planet. (p2ii)
Begin to be proactive in their
intentions by attending to events
where items are shared among a
group respond to the vocabulary
used (p2ii)
Hear language of distribution and
equality (p2ii)
Experience adults use of
decreasing language another,
gone (p1ii)
Shift attention between groups of
objects. Show interest when adult
changes the size of small groups
of objects (p1ii)
Develop an understanding of turn
taking (p1)
Suggest
ed hours
per unit
Suggest
ed
frequenc
y of unit.
Topics from
year3 medium
term planning
Context
Year 3
Yearly Teaching Programme
Recognise that division
is the inverse of
multiplication, and that
halving is the inverse of
doubling.
Check halving with
doubling and division
with multiplication
Level One (Year One)
Bridging Level
( Reception Yearly Teaching
Programme)
P level 7- 8
Know by heart pairs of numbers
that make ten and the
corresponding subtraction facts
Understand and use the
vocabulary of comparing numbers
Begin to recognise , describe and
recreate simple repeating patterns
and sequences(p8)
In practical situations respond to
take one away from a number of
objects(p8)
Respond appropriately to key
vocabulary and questions for
example “How many?”(p7)
Begin to recall halves of even
numbers up to 10
Talk about, recognise and recreate
simple patterns
Count backwards from a given
number
Begin to use the vocabulary used
with addition and subtraction and
begin to relate addition to combing
two groups and subtraction to
taking away
Use tallies to record and
remember quantities (lsp7)
matching two groups of objects –
developing an image of
equivalence (p7)
In practical situations respond to
take one(p7)
P level 4-6
P levels 1- 3
Copy simple patterns or
sequences
( p6)
Respond to intonations denoting
gain and loss eg in a space game
when aliens land or leave a planet.
(p2ii)
Use concrete resources( e.g.
tokens) to record and remember
quantities or make pictorial
representations showing quantities
of groups (p5)
Demonstrate awareness of
contrasting quantities by making
groups e.g with help separate a
large into smaller groups (p5)
encounter and explore images of
exponential growth and decay
Encounter and explore images of
patterns.
Begin to be proactive in their
intentions by attending to events
where items are shared among a
group respond to the vocabulary
used (p2ii)
Be aware of cause and effect in
familiar mathematical activities e.g.
experience being given or having
objects taken from them (p4)
Begin to use consistent practical
representations to symbolise
quantities (p4)
Begin to find remainders
after simple division.
Round up or down after
division, depending on
the context.
Understand and use the
vocabulary of estimation
Understand the operation of
subtraction (as take
away/difference) and use the
related vocabulary
Recite familiar nursery rhymes and
songs that relate to subtraction e.g
ten in a bed, ten fat sausages
Develop skills of estimation without
counting first with greater accuracy
in practical situations (p8)
Copy simple patterns or
sequences
( p6)
Experience of observing,
identifying and collecting objects
images and sounds into groups
Begin to use the vocabulary used
with subtraction and begin to relate
to taking away and count how
many are left.
Predict with greater accuracy how
many more are needed to given
number without counting e.g how
many more people needed to fill
the bus (p8)
Count reliably to three and make
sets of up to three objects(P6)
Show anticipation when people are
dividing up and distributing
objects. Experience getting a lot
and not getting much when there
are several pupils to share
among(p3)
Count back from any small number
Remove a smaller number from a
larger number and find how many
are left by counting back from the
larger number
Respond appropriately to key
vocabulary and questions for
example “How many?”(p7)
Use tallies to record and
remember quantities (lsp7)
In practical situations respond to
take one(p7)
Experience a wide range of
opportunities to develop the skills
of estimation without counting first
(p7)
Begin to predict how many more
are needed to given number
without counting e.g how many
more people needed to fill the bus
(p8)
Begin to make simple estimates
and predictions without counting
eg how many would be left if we
took 3 pennies out of the pot?(p7)
Demonstrate an understanding of
more/fewer e.g indicate more
cups/sandwiches are needed (p6)
Use concrete resources( e.g.
tokens) to record and remember
quantities or make pictorial
representations showing quantities
of groups (p5)
Demonstrate awareness of
contrasting quantities by making
groups e.g with help separate a
large into smaller groups and with
help indicate how many remain.
(p5)
Be aware of cause and effect in
familiar mathematical activities e.g.
experience being given or having
objects taken from them (p4)
Begin to use consistent practical
representations to symbolise
quantities (p4)
Shift attention between groups of
objects. Show interest when adult
changes the size of small groups
of objects (p1ii)
Begin to be proactive in their
intentions by attending to events
where items are shared among a
group respond to the vocabulary
used (p2ii)
Experience adult language and
intonation describing decrease
(p2 i)
Choose and use
appropriate operations
(including multiplication
and division) to solve
word problems, and
appropriate ways of
calculating: mental,
mental with jottings,
pencil and paper.
Use mental strategies to solve
simple problems set in real life
contexts using counting addition,
subtraction, halving or doubling ,
explaining methods and reasoning
orally.
Use developing mathematical
ideas and methods to solve
practical problems involving
counting and comparing in a real
or role play context
Begin to use +, - and = signs to
record mental calculations in a
number sentence.
Begin to use the vocabulary
involved in adding and subtracting
Read and write numerals from 0 to
at least 20.
Recognise numerals 1 – 9, then
0 and 10 and beyond 10.
Begin to record numbers, initially
by making marks, progressing to
simple tallying and writing
numerals.
Join in with new number rhymes,
songs, stories and games with
some assistance and
encouragement e.g. point to items
on a number line up to 3 (p6)
Use emerging understanding of
counting small amounts to solve
simple problems practically (p6/5)
To experience the use of
mathematical language by adults
e.g how many ? (p3)
Solve simple problems practically
e.g organise items into rows so
that they can be compared (p5)
React to new activities and
experiences. Begin to show
interest, people and objects.
Accept and engage in coactive
exploration e.g show developing
interest in following sequence of
sounds, especially when they are
accompanied by language and
intention to emphasise beginning
and end. (p2i)
Begin to use developing
mathematical understanding of
counting to solve simple problems
encountered in play and other
games. (p8)
Respond and join in with new
number rhymes, songs, stories
and games with some assistance
and encouragement(p5)
Respond appropriately to key
vocabulary and questions e.g how
many ? (p7)
Be aware of cause and effect in
familiar mathematical activities.
(p4)
Use tallies to record and
remember quantities (lsp7)
Anticipate, follow and join in
familiar mathematical activities
when given a contextual clue
e.g with assistants match cakes to
plates so that pupils can have one
each. (p4)
Show an interest in number
activities by participating in human
sum activities (p4)
To experience and participate in a
range of real life activities
concerned with giving and
receiving (p2ii)
With support pupils make
purposeful actions directed
towards solving simple
mathematical problems (p3)
Encounter activities and
experiences e.g experience
continued connected sounds and
may give indication of listening, or
show response when sound
sequence stops (p1i)
Know by heart:
multiplication facts for the
2, 5 and 10 timestables. Begin to know
the 3 and 4 timestables.
Count on in 2s, 5s and 10 from
Count in tens
zero.
Count in twos
Begin to count in steps of 3 from 0
Describe and extend number
sequences
Talk about, recognise and recreate
simple patterns
know by heart addition doubles
Begin to relate the addition of
doubles to counting on
from 1+1 to at least 5+5
Begin to recognise , describe and
recreate simple repeating patterns
and sequences. They begin to use
their developing mathematical
understanding(p8)
Respond appropriately to key
vocabulary and questions for
example “How many?”(p7)
Use tallies to record and
remember quantities (lsp7)
matching two groups of objects –
developing an image of
equivalence (p7)
Count reliably to three and make
sets of up to three objects(P6)
Encounter and explore images of
patterns.
make sets with the same small
number of objects in each ( p5)
copy simple patterns or sequences
( p6)
Experience of observing,
identifying and collecting objects
images and sounds into
groups(p3ii)
copy simple patterns or sequences
( p6)
Use concrete resources( e.g.
tokens) to record and remember
quantities or make pictorial
representations showing quantities
of groups (p5)
make sets with the same small
number of objects in each ( p5)
make groups of two using familiar
pairs ( p5)
anticipate, follow and join in
familiar sequences with prompting
(p4)
Initiate exploration and work
independently collecting objects
(P4)
Begin to use consistent practical
representations to symbolise
quantities (p4)
Show interest in words describing
increase (p2 ii)
Experience adult language and
intonation describing increase (p2
i)
Respond to intonations denoting
gain eg in a space game when
aliens land on a planet. (p2ii)
Hear language of distribution and
equality (p2ii)
Experience items being placed or
stacked into
groups/sets/collections and
experience adults use of language
(p1ii)
Derive quickly:
Division facts
corresponding to the 2,
5 and 10 times-tables;
doubles of all whole
numbers to at least 20
(e.g. 17 + 17 or 17 x 2);
Count back in 2s, 5s and 10 back
Count in tens
to zero.
Count in twos
Describe and extend number
sequences
Talk about, recognise and recreate
simple patterns
Begin to recall halves of even
numbers up to 10
Begin to relate subtraction to
counting on back
Begin to recognise , describe and
recreate simple repeating patterns
and sequences(p8)
Copy simple patterns or
sequences
( p6)
Respond appropriately to key
vocabulary and questions for
example “How many?”(p7)
Use concrete resources( e.g.
tokens) to record and remember
quantities or make pictorial
representations showing quantities
of groups (p5)
Use tallies to record and
remember quantities (lsp7)
Matching two groups of objects –
developing an image of
equivalence (p7)
make sets with the same small
number of objects in each ( p5)
anticipate, follow and join in
familiar sequences with prompting
(p4)
Initiate exploration and work
independently collecting objects
(P4)
encounter and explore images of
exponential growth and decay
Encounter and explore images of
patterns.
Experience of observing,
identifying and collecting objects
images and sounds into groups
Begin to be proactive in their
intentions by attending to events
where items are shared among a
group respond to the vocabulary
used (p2ii)
Shift attention between groups of
objects. Show interest when adult
changes the size of small groups
of objects (p1ii)
Begin to use consistent practical
representations to symbolise
quantities (p4)
doubles of multiples of 5
to 100 (e.g. 75 x 2, 90 x
2);doubles of multiples
of 50 to 500 (e.g. 450 x
2);
and all the
corresponding halves
(e.g. 36 ÷ 2, half of 130,
900 ÷ 2).
Count on in 2s, 5s and 10 from
Count in tens
zero.
Count in twos
encounter and explore images of
exponential growth and decay
Begin to count in steps of 3 from 0
Describe and extend number
sequences
Talk about, recognise and recreate
simple patterns
know by heart addition doubles
Begin to relate the addition of
doubles to counting on
from 1+1 to at least 5+5
Begin to recall halves of even
numbers up to 10
Begin to relate subtraction to
counting on back
Begin to recognise , describe and
recreate simple repeating patterns
and sequences(p8)
Copy simple patterns or
sequences
( p6)
Use tallies to record and
remember quantities (lsp7)
Use concrete resources( e.g.
tokens) to record and remember
quantities or make pictorial
representations showing quantities
of groups (p5)
Matching two groups of objects –
developing an image of
equivalence (p7)
make sets with the same small
number of objects in each ( p5)
Experience of observing,
identifying and collecting objects
images and sounds into groups
(p3ii)
Shift attention between groups of
objects. Show interest when adult
changes the size of small groups
of objects (p1ii)
anticipate, follow and join in
familiar sequences with prompting
(p4)
Initiate exploration and work
independently collecting objects
(P4)
Begin to use consistent practical
representations to symbolise
quantities (p4)
Mental calculation strategies (x and ÷)
To multiply by 10/100, shift the digits
one/two places to the left
Use doubling or halving, starting from
known facts
(e.g. 8 x 4 is double 4 x 4).
Say or write a division statement
corresponding to a given multiplication
statement.
Use known number facts and place value
to carry out mentally simple
.
multiplications and divisions
Count on in 2s, 5s and 10 from
Count in tens
zero.
Count in twos
Begin to count in steps of 3 from 0
Describe and extend number
sequences
Talk about, recognise and recreate
simple patterns
know by heart addition doubles
Begin to relate the addition of
doubles to counting on
from 1+1 to at least 5+5
Begin to recall halves of even
numbers up to 10
Begin to know what each digit in a
two digit number represents.
Partition a teens number and
begin to partition larger two digit
numbers into multiple of tens and
ones( tens and units)
Begin to relate subtraction to
counting back and taking away
and counting how many are left.
In practical activities and
discussion begin to use the
vocabulary involved in adding and
subtracting.
Begin to recognise , describe and
recreate simple repeating patterns
and sequences(p8)
Copy simple patterns or
sequences
( p6)
Experience of observing,
identifying and collecting objects
images and sounds into groups
Use tallies to record and
remember quantities (lsp7)
Use concrete resources( e.g.
tokens) to record and remember
quantities or make pictorial
representations showing quantities
of groups (p5)
Shift attention between groups of
objects. Show interest when adult
changes the size of small groups
of objects (p1ii)
Matching two groups of objects –
developing an image of
equivalence (p7)
make sets with the same small
number of objects in each ( p5)
anticipate, follow and join in
familiar sequences with prompting
(p4)
Initiate exploration and work
independently collecting objects
(P4)
Begin to use consistent practical
Hear language of distribution and
equality (p2ii)
Use known number facts and
place value to add or subtract a
pair of numbers mentally within the
range 0 – to at least 10, then 0 – at
least 20.
Know by heart all pairs of
numbers with a total of 10 and
corresponding subtraction facts
representations to symbolise
quantities (p4)
Differentiated Planning for Lower Key Stage Two Pupils’ in Special Settings.
Sugge
sted
hours
per
unit
Sugge
sted
freque
ncy of
unit.
Topics from
year3
medium
term
planning
Context
Year 3
Yearly Teaching
Programme
Counting,
properti
es of
number
s and
number
sequen
ces
Count larger collections by
grouping them: for example, in
tens, then other numbers.
Describe and extend number
sequences:
count on or back in tens or
hundreds, starting from any twoor three-digit number
. count on or back in twos starting
from any two-digit number, and
recognise odd and even numbers
to at least 100;
count on in steps of 3, 4 or 5 from
any small number to at least 50,
then back again.
Recognise two-digit and three-digit
multiples of 2, 5 or 10, and threedigit multiples of 50 and 100
Level One (Year One)
Bridging Level
( Reception Yearly
Teaching Programme)
P level 7- 8
P level 4-6
P levels 1- 3