Contents
About the Programme of Study
Introduction
How to use the Programme of Study
Structure of the Programme of Study
Format of unit plans
Using end-of-unit assessment results to track progress and inform planning
SHM and Levels of 5–14 Guidelines
Other Harcourt Education resources
New for this version of the Programme of Study
Using the electronic version to customise the Programme
Folder and file structure
Planning units
Level A: Units 1–10
Level B: Units 1–10
Level C: Units 1–10
Level D: Units 1–10
Level E: Units 1–10
End-of-unit assessments
Level A: Units 1–10; Answers
Level B: Units 1–10; Answers
Level C: Units 1–10; Answers
Level D: Units 1–10; Answers
Level E: Units 1–10; Answers
Record sheets
Pupil record sheet
Pupil progress sheet
Class/Group record sheet
Introduction
This Scottish Programme of Study for Maths has been written to help teachers using Scottish
Heinemann Maths and other Harcourt Education resources to deliver the requirements of the 5–14
Guidelines for Mathematics. The Programme of Study covers Levels A-E.
For ease of forward planning and teaching, each Level of the 5–14 Guidelines has been divided
into 10 units. This means that a child who is on, for example, Unit 6 of Level C, may be considered
as being about 60% through Level C. If it takes an average of 7 weeks to teach each unit, pupils
should complete Level D by around the end of P7. However, the pace of teaching will of course
vary from group to group and class to class.
Each unit has been designed to cover a broad range of maths topics, revisiting and building on
previous teaching and progressing children’s learning in small, continuous steps. The Programme
of Study provides a test for each unit, covering the key concepts taught in the unit. Teachers can
use the results of these tests to monitor the progress of their pupils and to inform their forward
planning. They can also be used as a basis for formative assessment, helping to establish where a
child is in terms of the 5–14 Guidelines.
The units in each level are roughly comparable in size, which facilitates the use of the Programme
of Study as a long term planning tool, as well as serving as a record of work done.
As currently written, the Programme of Study is one way of breaking down the 5–14 Guidelines
into a series of smaller learning outcomes. However, it is not suggested that this is the only way of
doing this, and teachers are encouraged to customise the plans in order to meet the individual
needs of their classes.
The Programme of Study is a very flexible planning and assessment tool. You can print the plans
as provided, and highlight, annotate and mark comments on your printout. Alternatively, you may
wish to make changes electronically, in which case you can simply copy the files provided here on
the website, make required changes, save and print your customised version.
Because the Programme of Study is made available electronically it can be continually
customised by teachers and schools to meet their needs. It can also be updated by Harcourt as
additional resources are published appropriate to the Scottish curriculum. We suggest you return
to the Harcourt Education website from time to time to check for updates:
www.myprimary.co.uk
How to use the Programme of Study
Structure of the Programme of Study
The Programme of Study for Maths has been written to help Scottish primary school teachers to
deliver the requirements of the 5–14 Guidelines for Mathematics. It can be used as both a forward
planning tool and also as a record of work completed.
In order to reduce the burden of time-consuming planning, the Programme of Study has taken
the outcomes of the 5–14 Guidelines and broken the teaching down into smaller steps. Each Level
has been divided into 10 units, with each unit representing an average of 7 teaching weeks. If
each unit in the Programme of Study takes an average of 7 weeks to teach, then pupils should
cover Level D by the end of P7. If it is appropriate for some groups, teachers may choose to teach
at a faster pace; if, for example, the average teaching time for such groups is reduced to 5.5
weeks/unit, then these pupils should cover Level E by the end of P7. The pace of teaching will, of
course, vary from group to group, class to class, and teacher to teacher, and will also be affected
by other curricular priorities and activities within individual schools. These figures of 5.5 and 7
weeks/unit are examples of averages, to be used only as guidelines to assist teachers in
approaching their forward planning; teachers will need to continually assess and revise their own
teaching plans according to the progress of their pupils. Teachers can use the end-of-unit
assessments as part of this assess-and-revise process (see below).
Using end-of-unit assessment results to track progress and
inform planning
The assessment provided for every unit covers the main concepts taught in that unit. The benefit
of this mixed-maths approach is clear: unlike end-of-topic tests, which cover a single area of
maths, in mixed-maths assessments, children really have to know the maths being assessed in
order to work out what to do. In addition to concepts taught in each unit, the tests include a handful
of questions which cover key concepts taught in earlier units. This approach ensures that teachers
can keep on top children’s knowledge of important skills and concepts. (Such questions are
indicated by an asterisk in the answers, e.g. * .) Any formal test results are, of course, a snapshot
of a child’s performance on a particular day and should be used in conjunction with ongoing
observational assessment.
The tests can be done purely as written tests, or teachers may choose to conduct them as aural
tests, reading the questions aloud at an appropriate pace. (Note that, whereas the tests for Levels
A–D are single-page tests, the Level E tests are 2 pages in length.)
For consistency, each assessment contains 20 questions, which enables teachers to compare
children’s performances in different tests, for example to see whether individuals are improving or
perhaps falling behind their group, which will therefore have implications for the pace of teaching.
Teachers can use an individual pupil’s assessment results across a period of time to build a
picture of how well that pupil is progressing, and subsequently use this information in their future
planning. For example, if a child consistently receives marks of 18–20 for a number of
assessments, then the teacher can assume that the child is coping extremely well, and could
probably cope with a faster pace of teaching. If a pupil consistently receives marks in the region
14–17, then the teaching is probably at about the right pace. If a pupil consistently scores 13 or
less, then they are probably not grasping the concepts, and may benefit from a slower pace and
more consolidation. Teachers can also use test results diagnostically. Widespread failure by the
group or class on the same questions or concepts is a good indication that some re-teaching and
further consolidation is needed on these topics before moving on to the next unit.
Because the units in each Level are roughly comparable in size, teachers can use their progress
through the units as a guide to children’s overall progress in a Level. For example, if a child
performs well in the Level B end-of-unit 5 assessment, their teacher can confidently assess that
child as being about halfway to achieving Level B.
The Programme of Study’s structured progression and comprehensive coverage of concepts
means that children will have had many opportunities to consolidate and practise their skills and
knowledge. By the time a child has completed unit 10 in any of the Levels, teachers can expect
them to have a high degree of confidence and competence at that Level. (It is likely that some
children could ‘achieve’ a Level some time before completing unit 10, after unit 7 for example.
However, their attainment would probably not be as solid as it would be when they completed unit
10.) Used in conjunction with other test results, the results in the 10 tests in a Level provide a wide
base of evidence of Level attainment.
Calculations in the assessments are presented both horizontally and vertically. A horizontal layout
implies children should do the calculation using mental methods, whereas a vertical layout
suggests they will use a written algorithm.
Answers to all tests within a Level are provided in a separate file, located in the folder of tests for
that Level.
Using record sheets
The Programme of Study provides 3
different record sheets for teachers to record
their pupils’ results. Teachers do not need to
use all 3 sheets – they are designed to
provide teachers with a range of recording
options. All of the sheets are editable and
can be customised to suit individual teacher’s
needs.
1
1
Gr Pupil record sheet is designed for
The
ou
teachers
to record individual pupil’s
p
assessment
results, along with observational
Gr
comments to inform future planning.
2
ou
p
2
Gr
The Pupil progress sheet is designed so that
ou
an individual pupil’s progress throughout
p
primary school can be recorded and
summarised. The sheet would be passed
from one class teacher to the next.
3
3
The Class/Group record sheet is designed for
teachers to record assessment results of a
class or group. The summarised results on
this sheet give at-a-glance information about
progress and areas of weakness and
strength, which is useful for future planning.
Format of unit plans
Each unit has the same format, and the features are illustrated below.
1
2
3
4
5
6
7
Space for teachers to customise the units for their own
school
Space to indicate commencement date
Activities to develop children’s mental maths skills,
‘warming children up’ before the main part of the
lesson, and consolidating facts learned in previous
teaching
Outcome/strand/target information from the 5–14
Guidelines (in bold)
Learning outcomes linked to teaching in Scottish
Heinemann Maths as the core resource
Sections in SHM Teaching Files
Pupil activities to practise concepts just taught; aimed
at all children in group
1
8
9
10
11
12
13
Optional activities for pupils who need extra practice to
consolidate concepts
Optional harder activities for pupils who need some
extension work
Blank column for teachers to write own notes,
activities, resources, customising the unit to meet their
needs
Resources for additional support in the areas of
Shared teaching and Problem solving
Space for teachers to record observations and plans
for subsequent teaching
End-of-unit test
2
1 pupil activities to practise concepts just1 pupil activities to practis
taught; aimed at medium-ability children intaught; aimed at medium-a
group
group
3
7
8
9
10
1
optional
activities
for
pupils
who
need
5
optional activities fo
1 pupil activities to practise concepts just
1 pupil activities
1 pupiltoactivities
1practise
pupil activities
to
concepts
practise
tojust
concepts
practise
extra practicechildren
to consolidate
concepts
extra practice to consolida
taught; aimed at medium-ability
in
taught;
aimed
taught;
at
medium-ability
aimed
taught;
at
aimed
medium-ability
children
at
medium-ab
inchild
2
optional harder activities for pupils6who optional harder
act
group
4
group
group
group
some
extension
work
need some extension work
33
for concepts
pupils
who
need
1 pupil optional
activitiesactivities
toneed
practise
just
17
optional
21 activities
optional
25
for
activities
optional
pupils who
activities
for pupils
needfor
w
6
3
blank
column
for
teachers
to
write
7own blank column for te
extra
practice
concepts
taught;
aimed to
at consolidate
medium-ability
childrenextra
in practice
extra
topractice
consolidate
extra
to
practice
consolidate
concepts
to consolidate
concept
1activities
pupil
activities
to practise
concepts
just
notes,
activities,
the
notes,
unit
activities,
resources
34
optional harder
for resources,
pupils
who customising
group
5
18
optional
22
harder
optional
26
activities
harder
optional
for
activities
harder
pupils
who
activ
for p
taught;
aimed
at medium-ability
children
in
to meet
needs
to meet
their needs
need
some
extension
work
9 pupil
optional
fortheir
pupils
who
need
1
activitiesactivities
to practise
concepts
just
need someneed
extension
some
need
work
extension
some extension
work
work
group
4 for
space
for
8
space for teachers
35
blank column
teachers
to teachers
write ownto record
extra
practice
concepts
taught;
aimed to
at consolidate
medium-ability
children19
in
blank
23
column
blank
27
for
column
teachers
blank
for
column
to
teachers
write
for
own
tea
to
13
optional
activities
for pupils who
need
observations
and
plans
forunit
subsequent
teaching
observations
and plans
for
notes,
activities,
resources,
customising
the
10
optional harder
activities
for pupils
who
group
notes,
activities,
notes,
resources,
activities,
notes,
activities,
resources,
customising
resources,
customis
the
uni
extra practice
test to consolidate concepts end-of-unit test
to
meet theirextension
needsend-of-unit
need
work
29 some
optional activities
for pupils who to
need
meet
their
to meet
needs
their
to meet
needs
their needs
14
optional
harder
activities
for pupils
who
36
space
for teachers
to record
11 practice
blank column
for teachers
to write
own
extra
to consolidate
concepts
20 work
space
24 for teachers
space
28 forto
space
teachers
record
for teachers
to recordto
some
extension
observations
andresources,
plansneed
for subsequent
teaching
notes,
activities,
customising
the
unit observations
30
optional harder
activities
for pupils
who
observations
and
plans
observations
and
for
subsequent
plans
and
for
plans
subseque
teachin
for s
15
blank column for teachers to write own
end-of-unit
test
to meet
their
needs work
need
some
extension
end-of-unitend-of-unit
test
end-of-unit
test
notes,
resources,
customising
the unit test
12
space
for teachers
to activities,
record
31
blank column
for teachers
to write own
meet
their needs
observations
andresources,
planstofor
subsequent
notes,
activities,
customisingteaching
the unit
16
space for teachers to record
end-of-unit
test
to meet their needs
observations and plans for subsequent teaching
32
space for teachers to record
end-of-unit test
observations and plans for subsequent teaching
end-of-unit test
11
12
13
SHM and Levels of 5–14 Guidelines
The Programme of Study has been structured so that one stage of SHM is completed before
moving on to the next. Broadly speaking, SHM correlates to the Levels of the 5–14 Guidelines in
the following way:
SHM stage
SHM1
SHM2
SHM3
SHM4
SHM5
SHM6
SHM7
Coverage
most of Level A
completes Level A, begins Level B
completes Level B
most of Level C
completes Level C, begins Level D
completes Level D, begins Level E
completes Level E
The following abbreviations have been used in the planning units to indicate which outcomes and
strands from the 5–14 Guidelines the learning outcomes relate to:
IH: Information handling
(Because of the interrelated nature of the strands in Information handling, these have not been
distinguished.)
NMM: Number, Money and Measurement
RTN: Range and type of numbers; Money: Money; AS: Add and subtract: MD: Multiply and divide;
RN: Round numbers; FPR: Fractions, percentages and ratio; PS: Patterns and sequences;
FE: Functions and equations; ME: Measure and estimate; Time: Time
SPM: Shape, Position and Movement
RS: Range of shapes; PM: Position and movement; Symmetry: Symmetry; Angle: Angle
Scottish Heinemann Maths and the Programme of Study
Although the Programme of Study has been written using Scottish Heinemann Maths as the core
resource, the Programme itself is structured according to the attainment targets in the 5-14
Guidelines. Since Scottish Heinemann Maths contains some enrichment content that is outside the
scope of the Guidelines, there is some SHM content which does not appear in the Programme of
Study. Whilst not being essential for coverage of the 5-14 Guidelines, this content gives an
expanded treatment of a number of topics and you may wish to add some of this to the
Programme.
Other Harcourt Education resources
The Programme of Study has been written using Scottish Heinemann Maths as the core teaching
resource, but in recognition that many schools use a range of different resources to deliver their
maths teaching, a number of other Harcourt Education resources are also referenced. We’ve
chosen resources that many Scottish schools already use – Abacus, Spotlight, Interactive Mental
Maths and the Toolbox teaching software.
A selection of activities from Abacus Mental Warm-ups and Interactive Mental Maths are
referenced in the Mental agility section of the units. These are not an exhaustive list of activities
relevant to the teaching in the unit, but do provide a good range of choice.
Again, a selection of activities in Abacus, Spotlight and Toolbox has been made and these are
mostly referenced in the Consolidation and Extension sections of the units. These are optional
suggestions for pupil activities if teachers feel that some pupils either need further practice to
consolidate the concepts being taught or need to be stretched by some harder activities.
New for this version of the Programme of Study
Since publication of the Programme of Study for Levels A-D in 2003 and Level E late in 2004,
Heinemann and Ginn have published a number of resources that are relevant to Scottish schools,
so we have taken the opportunity to update the original units to incorporate appropriate references
into the teaching. To help you identify changes from the original Programme of Study, the new
items are all indicated in red.
SHM Software
Software with pupil activities is available for all stages of Scottish Heinemann Maths. The use of
this software can be integrated into normal class teaching and into extension activities.
Number Reinforcement Sheets
In response to teacher requests, Number Reinforcement Sheets are available for all years from P1
to P7. These give reinforcement and consolidation activities in all key aspects of number work
required by the 5-14 Guidelines.
Shared teaching
Within Levels A and B, opportunities exist for shared teaching (whole class or groups) using
Abacus Big Books. The activities in the Big Books can be used to introduce new topics to the
whole class and to carry out a range of support and reinforcement activities for groups.
References for these shared teaching activities are shown in the additional support section of each
unit.
Problem solving
Activities to support the Problem Solving attainment outcomes are drawn from Problem-solving
Toolkit and Groups Work. References for these problem solving activities are shown in the
additional support section of each unit.
All additional resources are referenced so you know when to incorporate them most effectively into
your teaching if you already have them and you are using the Programme of Study. They are not
mandatory, and you do not need to use all the references mentioned. You can also make use of
resources that you already have in the school. Space is provided to create your own references to
these extra materials. Contact your local Harcourt Maths, Science and ICT specialist if you want to
know more about any of the series used in the Programme of Study.
Also new: Additional Support
A new section has been added to the end of each unit. This final section is called Additional
Support, which gives suggestions for shared teaching activities for Levels A and B, and problemsolving activities for Levels A to E.
Using the electronic version to customise the Programme
The Programme of Study has been written to deliver the requirements of the 5–14 Guidelines for
Mathematics, and can be used immediately without change or modification.
However, teachers may wish to make changes to the Programme of Study in order to meet the
needs of their individual classes and pupils. Such customisation may take a number of forms:

altering the sequence of topics within and between units

inserting tried and tested additional activities and resources, using the blank ‘Other’ column

deleting/adapting existing references to resources

adding extra columns/rows to the unit plans

recording comments and forward planning information, using the blank ‘Next steps’ row
To facilitate customisation, the unit plans have been designed using a Microsoft Word (97/98)
template, compatible with both PC and Macintosh computers. We suggest you copy the original
files to your hard drive, and make and save any changes there.
If you do make changes to the maths concepts being taught, it will be important to check that
these do not affect the integrity of the end-of-unit assessment. Re-ordering topics within a unit
will not affect the accompanying test, but moving topics between units may well do so.
The end-of-unit assessments are also provided as Microsoft Word documents, and are therefore
editable. Please keep in mind, however, that answers are provided for the questions as originally
written. If you change any questions, you will need to check and change answers
accordingly.
If you experience problems with the on-screen display or printing of the unit plans or assessments,
please check that your computer has the system fonts Arial and Times loaded.
Folder and file structure
There are 4 main folders:

 General
information about the Programme of Study

 Planning

 End-of-unit

 Record
units for Levels A– E
assessments for Levels A–E
sheets
All files are provided as editable Microsoft Word 98 documents, and are compatible with both PC
and Macintosh systems.
The first folder has an introduction to the Programme of Study as well as
information about how to use it – how it is structured, how to use and edit the unit
plans and assessments for forward planning, monitoring results and using this
information to inform future planning. It also has general information about the 5–
14 Guidelines, SHM and other Harcourt resources.
The second folder contains the planning units in 5 subfolders, with one subfolder
per Level.
The third folder contains the assessments and answers in 5 subfolders, again
with one subfolder per Level.
The fourth folder contains 3 record sheets, one for teachers to record results for
individual pupils, and one for teachers to record overall class results. The third
sheet can be used to record the results and progress of individual pupils
throughout primary school.