Year 1
Year 1 and 2 Medium Term Planning – Block A
Year 2
SPEAKING AND LISTENING OBJECTIVES
BLOCK A UNIT 1
Year 1
Objectives
Children’s learning outcomes in italic
•Ask and answer questions, make relevant contributions, offer suggestions
I can ask and answer questions about counting, adding and taking away
Year 2
Objectives
Children’s learning outcomes in italic
• Speak with clarity and intonation when reading and reciting texts
I can speak clearly to the class or group when I show and explain how I solved a
problem or my method for a calculation
BLOCK A Unit 2
Year 1
Objectives
Children’s learning outcomes in italic
Year 2
Objectives
Children’s learning outcomes in italic
•Listen to and follow instructions accurately, asking for help if necessary
• Speak with clarity and intonation when reading and reciting
I can follow instructions to play a number game
I can speak clearly to the class or group when showing and explaining how I solved a
problem or my method for a calculation
BLOCK A Unit 3
Year 1
Objectives
Children’s learning outcomes in italic
Year 2
Objectives
Children’s learning outcomes in italic
•Describe incidents or tell stories from their own experience, in an audible voice
• Respond to presentations by describing characters, repeating some highlights and
commenting constructively
I can tell a number story to my group to show when to add or take away
I can listen carefully to someone explaining how they solved a problem, and ask a
question or suggest another method
BLOCK A UNIT 1 (autumn) 2 weeks
Year 1
Objectives
Children’s learning outcomes in italic
•Describe ways of solving puzzles and problems, explaining choices and decisions
orally or using pictures
I can talk about how I solve problems using counting
•Count reliably at least 20 objects, recognising that when rearranged the number of
objects stays the same; estimate a number of objects that can be checked by counting
I can count up to 20 objects
I know that the number of objects does not change even if I move the objects around
•Read and write numerals from 0 to 20, then beyond; use knowledge of place value to
position these numbers on a number track and number line
I know how to write numbers up to 20
I can read numbers on a number track
Compare and order numbers, using the related vocabulary; use the equals (=) sign
I can compare numbers up to 20 and say which number is bigger
•Say the number that is 1 more or less than any given number, and 10 more or less for
multiples of 10
Year 2
Objectives
Children’s learning outcomes in italic
• Present solutions to puzzles and problems in an organised way; explain decisions,
methods and results in pictorial, spoken or written form, using mathematical
language and number sentences
I can explain to others how I solved a problem
• Count up to 100 objects by grouping them and counting in tens, fives or twos; explain
what each digit in a two-digit number represents, including numbers where 0 is a
place holder; partition two-digit numbers in different ways, including into multiples of
10 and 1
I can count objects by putting them into groups
I can partition numbers
• Estimate a number of objects; round two-digit numbers to the nearest 10
I can round numbers to the nearest 10
•Read and write two-digit and three-digit numbers in figures and words; describe and
extend number sequences and recognise odd and even numbers
I can read and write two-digit numbers
I know which numbers are odd and which are even
Order two-digit numbers and position them on a number line; use the greater than (>)
and less than (<) signs
I can write numbers in order and position them on a number line
I can use the greater than and less than symbols to show that one number is larger
or smaller than another
I can work out the number that is one more or one less than numbers up to 20
•Relate addition to counting on; recognise that addition can be done in any order; use
practical and informal written methods to support the addition of a one-digit number or a
multiple of 10 to a one-digit or two-digit number
I can add two one-digit numbers
•Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use
practical and informal written methods to support the subtraction of a one-digit number
from a one-digit or two-digit number and a multiple of 10 from a two-digit number
I can use objects to take away a small number from any number up to 20
•Use the vocabulary related to addition and subtraction and symbols to describe and
record addition and subtraction number sentences
I can talk about adding/subtracting
I can record additions/subtractions
• Add or subtract mentally a one-digit number or a multiple of 10 to or from any twodigit number; use practical and informal written methods to add and subtract two-digit
numbers
I can add and subtract some numbers in my head
• Understand that subtraction is the inverse of addition and vice versa; use this to
derive and record related addition and subtraction number sentences
I know that addition and subtraction ‘undo’ each other
I can write three other related number sentences for 6 + 3 = 9
BLOCK A Unit 2 (spring) 2 weeks
Year 1
Year 2
Objectives
Children’s learning outcomes in italic
Objectives
Children’s learning outcomes in italic
•Solve problems involving counting, adding, subtracting, doubling or halving in the
context of numbers, measures or money, for example to ‘pay’ and ‘give change’
I can solve a problem or puzzle using adding/subtracting
•Describe ways of solving puzzles and problems, explaining choices and decisions
orally or using pictures
I can talk about how I solve problems using adding/subtracting
• Present solutions to puzzles and problems in an organised way; explain decisions,
methods and results in pictorial, spoken or written form, using mathematical
language and number sentences
I can explain how I solved a problem and say why I did it that way
•Count reliably at least 20 objects, recognising that when rearranged the number of
objects stays the same; estimate a number of objects that can be checked by counting
I can estimate the number in a group of up to 20 objects
• Count up to 100 objects by grouping them and counting in tens, fives or twos; explain
what each digit in a two-digit number represents, including numbers where 0 is a
place holder; partition two-digit numbers in different ways, including into multiples of
10 and 1
I can check the number by counting
I can explain what each digit in a two-digit number stands for
I can partition numbers in different ways
•Read and write numerals from 0 to 20, then beyond; use knowledge of place value to
position these numbers on a number track and number line
Read and write two-digit and three-digit numbers in figures and words; describe and
extend number sequences and recognise odd and even numbers
I know how to write numbers up to 20
I can read and write numbers up to 1000 in figures and in words
I know where numbers up to 20 or more belong on a number track
I know which numbers are odd and which are even
•Compare and order numbers, using the related vocabulary; use the equals (=) sign
I can put numbers up to 20 or more in order
•Say the number that is 1 more or less than any given number, and 10 more or less for
multiples of 10
I know the number that is one more or one less than any number up to 20 or more
Relate addition to counting on; recognise that addition can be done in any order; use
practical and informal written methods to support the addition of a one-digit number or a
multiple of 10 to a one-digit or two-digit number
I can add 1, 2, 3, 4, 5, 6, 7, 8 or 9 to numbers up to 20 or more
• Add or subtract mentally a one-digit number or a multiple of 10 to or from any twodigit number; use practical and informal written methods to add and subtract two-digit
numbers
I can add and subtract some numbers in my head
I can add and subtract bigger numbers using practical equipment or by writing notes
to help me
•Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use
practical and informal written methods to support the subtraction of a one-digit number
from a one-digit or two-digit number and a multiple of 10 from a two-digit number
I can work out the difference between two numbers
Use the vocabulary related to addition and subtraction and symbols to describe and
record addition and subtraction number sentences
I can talk about adding and subtracting
I can use the signs +, – and = when I write addition and subtraction sentences
Use the symbols +, –, ×, ÷ and = to record and interpret number sentences involving all
four operations; calculate the value of an unknown in a number sentence (e.g.
 ÷ 2 = 6, 30 –  = 24)
I know how to write number sentences using the symbols +, –, ×, ÷ and =
I can explain what different number sentences mean
BLOCK A Unit 3 (summer) 2 weeks
Year 1
Year 2
Objectives
Children’s learning outcomes in italic
Objectives
Children’s learning outcomes in italic
•Solve problems involving counting, adding, subtracting, doubling or halving in the
context of numbers, measures or money, for example to ‘pay’ and ‘give change’
I can solve a problem or puzzle by using doubling and halving
•Describe ways of solving puzzles and problems, explaining choices and decisions
orally or using pictures
I can explain how I solve problems
• Present solutions to puzzles and problems in an organised way; explain decisions,
methods and results in pictorial, spoken or written form, using mathematical
language and number sentences
I can show and explain clearly how I solved a problem
Read and write numerals from 0 to 20, then beyond; use knowledge of place value to
position these numbers on a number track and number line
• Read and write two-digit and three-digit numbers in figures and words; describe and
extend number sequences and recognise odd and even numbers
I can write numbers up to 20 and more
I can read and write numbers up to 1000 in figures and in words
I can find them on a number line/100-square
I can explain the pattern for a sequence of numbers and work out the next few
numbers in the list
• Count up to 100 objects by grouping them and counting in tens, fives or twos; explain
what each digit in a two-digit number represents, including numbers where 0 is a
place holder; partition two-digit numbers in different ways, including into multiples of
10 and 1
I can use partitioning to help me to carry out calculations
Compare and order numbers, using the related vocabulary; use the equals (=) sign
I know the order of numbers up to 20 and more
• Order two-digit numbers and position them on a number line; use the greater than (>)
and less than (<) signs
I can write numbers in order and position them on a number line
I can use the greater than and less than symbols to show that one number is larger
or smaller than another
• Estimate a number of objects; round two-digit numbers to the nearest 10
I can say roughly how many there are in a group of objects
•Say the number that is 1 more or less than any given number, and 10 more or less for
multiples of 10
I can say the number that is ten more or ten less than 10, 20, 30, …
•Relate addition to counting on; recognise that addition can be done in any order; use
practical and informal written methods to support the addition of a one-digit number or a
multiple of 10 to a one-digit or two-digit number
I can add 10, 20, 30, … to any number up to 50
•Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use
practical and informal written methods to support the subtraction of a one-digit number
from a one-digit or two-digit number and a multiple of 10 from a two-digit number
• Add or subtract mentally a one-digit number or a multiple of 10 to or from any twodigit number; use practical and informal written methods to add and subtract two-digit
numbers
I can add and subtract two-digit numbers using practical equipment or written notes
to help me
• Understand that subtraction is the inverse of addition and vice versa; use this to
derive and record related addition and subtraction number sentences
I know when it is easier to use addition to work out a subtraction
I can add or subtract 20 to a number and tell you the answer
•Use the vocabulary related to addition and subtraction and symbols to describe and
record addition and subtraction number sentences
I can ask addition and subtraction questions in different ways
I can use the signs +, – and = when I write addition and subtraction sentences
• Use the symbols +, –, ×, ÷ and = to record and interpret number sentences involving
all four operations; calculate the value of an unknown in a number sentence (e.g.
 ÷ 2 = 6, 30 –  = 24)
I can work out the missing number in a number sentence such as 14 +  = 35