# Maths

### Our Maths Curriculum

At Co-op Academy Southfield we strive to create an environment that nurtures a love of maths. The maths curriculum aims to equip students with skills relevant to their own learning journey that will support them to become responsible citizens and make a positive contribution in adulthood. Real life maths skills are central to what we do as they are the key to students becoming more independent and seeing how maths is an essential part of everyday life.

Students are given opportunities to develop in the key strands of maths; Number. Shape & Space, Measure and Position and Direction. Number is highlighted in the everyday environment as well as being taught explicitly. Students are encouraged to transfer Maths skills across the curriculum and to experience mathematical moments when they arise.

We want our students to be curious and resilient, which is why we use a range of concrete resources, manipulatives and pictorial representations alongside the abstract to support a deeper understanding. These are used in structured tasks and also exploration activities, supporting our learners to make connections between experiences and concepts.

Students who demonstrate they are ready for accreditation are supported to build on their secure foundational knowledge, developing their functional skills as well as exam skills in lessons and reinforced through targeted interventions.

For our students, maths is purposeful and challenges each individual to maximise their potential.

### Year 7 – All About Me

## Autumn

**Who am I (me as an individual): my targets, interests, strengths**

**Area of Mathematical Learning:**

- Baseline
- Number: Place Value, Addition / Subtraction

**Learning Outcomes:**

Number:

- anticipate or initiate ‘more’
- explore problems involving quantities of objects
- count with numbers, place numbers in order, know which number is more or less than a given number.
- using quantities and objects, add and subtract numbers, count on or back to find the answer.
- solve problems, including doubling, halving and sharing.

**Sequential Progression:**

- EYFS

## Spring

**My Home**

**Area of Mathematical Learning:**

- Geometry: 2D shape
- Number: Patterns and Connections

**Learning Outcomes:**

Geometry:

- realise the link between everyday words and objects
- explore contrasting characteristics of objects and shapes
- use everyday language to talk about objects and to solve problems.
- explore the characteristics of everyday objects and shapes and use mathematical language to describe them

Number:

- anticipate pattern continuation
- persist with pattern creation
- recognise, create and describe patterns.

**Sequential Progression:**

- EYFS

## Summer

**My Community (school, neighbourhood)**

**Area of Mathematical Learning:**

- Geometry: position and direction
- Geometry: spatial reasoning

**Learning Outcomes:**

Position and direction:

- anticipate object location
- realise the link between gesture or sound and location
- identify the positions of objects and use positional language e.g. ‘under the cloth’ ‘in the box’.
- describe position and direction using quarter, half and whole turns

Spatial reasoning:

- realise how a 3-dimensional object can be moved/used
- recall how to cause an effect with a 3 dimensional object
- remember, recognise and understand how to play with/use objects in a 3 dimensional way

**Sequential Progression:**

- EYFS, Year 1

### Year 8 – My Body Can

## Accordion Title

**What can I do? Exploring personal skills and looking at people who have completed tremendous feats**

**Area of Mathematical Learning:**

- Measure: weight, height

**Learning Outcomes:**

- explore contrasting objects by size, weight, height
- initiate preference for object due to size, weight or height
- use everyday language to describe size
- compare and describe weight, height LO 3: solve problems for weight, height

**Sequential Progression:**

- EYFS, Year 1

## Spring

**Measuring progress/What Do I Need? Time – races – competition – recording and looking for improvements**

**Area of Mathematical Learning:**

- Measure: time, length

**Learning Outcomes:**

- anticipate next step in a sequence
- explore objects of different lengths and anticipate the end
- anticipate when something expected will occur
- compare and describe length
- compare, describe and solve problems for speed
- measure and begin to record sequences and units of time

**Sequential Progression:**

- Year 1

## Summer

**What Can I Change? Setting goals; Creating plans to improve; Measuring and comparing results for improvement**

**Area of Mathematical Learning:**

- Number: Place Value, Addition & Subtraction, Multiplication & Division, Algebra

**Learning Outcomes:**

- realise the link between objects or pictures and actions
- explore a range of materials and sort/group or share
- count numbers in different ways e.g. backwards, in 2s, from a given number
- solve one-step problems using objects and pictures
- work with a range of materials and contexts to group and share

**Sequential Progression:**

- Year 1, Year 2

### Year 9 – Choices and Voices

## Autumn

**I have a voice: Culture; Diversity, Difference, Democracy; Celebration and Performance**

**Area of Mathematical Learning:**

- Measurement: money
- Number: Fractions

**Learning Outcomes:**

Measurement:

- realise the link between objects or pictures and action (anticipate transaction)
- recognise and know coin and note denominations
- combine coins to make values

Number:

- anticipate and initiate sharing, less, more
- recognise, find and name halves, thirds and quarters (as fractions)

**Sequential Progression:**

- Year 1, Year 2

## Spring

I** have great ideas: Problem-solving; Wow – that’s amazing! (technology & inventions)**

**Area of Mathematical Learning:**

- Geometry: 3D shape
- Measure: volume, capacity

**Learning Outcomes:**

Geometry:

- recognise familiar objects of interest by shape
- identify and describe 2D and 3D shapes

Measure:

- explore capacity and volume through use of a range of vessels and materials
- compare, describe and solve problems for capacity and volume

**Sequential Progression:**

- Year 1, Year 2

## Summer

**I’m ready: Taking on new challenges and personal bests; I can teach you…; My ambitions; My plans; Transition**

**Area of Mathematical Learning:**

- Consolidation

### Year 10 – Risky Business

## Autumn

**Safety First**

**Area of Mathematical Learning:**

- Baseline
- Number: Place Value, Addition & Subtraction, Multiplication & Division, Algebra

**Learning Outcomes:**

Number:

- solve cognition problems in context
- solve cognition problems without a visual prompt
- estimate and use number facts to solve problems
- solve number problems in context
- perform mental maths

**Sequential Progression:**

- Year 2, Year 3

## Spring

**My Responsibilities**

**Area of Mathematical Learning:**

- Measure: money, time, temperature

**Learning Outcomes:**

- explore objects of differing temperature
- realisation temperature has changed
- anticipate that an object will be warm or cold
- estimate and measure temperature
- recognise and use symbols for pounds (£) and pence (p) when giving change
- compare and sequence intervals of time

**Sequential Progression:**

- Year 2

## Summer

**Healthy Habits**

**Area of Mathematical Learning:**

- Measure: weight
- Number: Proportion, Fractions

**Learning Outcomes:**

Measure:

- explore a range of objects of different weights
- anticipate how some familiar objects move and react
- estimate, measure, add and subtract mass (kg/g)

Number:

- realise that some objects are similar and some are different
- anticipate what an object of particular shape will do
- initiate breaking an object into parts / putting parts together into a whole
- recognise, find, name and write fractions of a length, shape, set of objects or quantity
- recognise one fraction as the equivalent of another

**Sequential Progression:**

- Year 2, Year 3

### Year 11 – Bradford and Beyond

## Autumn

**My Community**

**Area of Mathematical Learning:**

- Number: Decimals, Percentages
- Geometry: 2D & 3D shape, volume

**Learning Outcomes:**

Number:

- recognise and write decimal equivalents
- recognise the % symbol and understand ‘number of parts of 100’

Geometry:

- anticipate which shape will fit into a space
- persist with holding and manipulating objects of differing shapes
- compare and sort common 2D and 3D shapes and everyday objects
- measure the perimeter of 2D shapes
- measure, compare, add and subtract volume (l/ml)

**Sequential Progression:**

- Year 2, Year 3, Year 4, Year 5

## Spring

**My Country**

**Area of Mathematical Learning:**

- Number: Statistics
- Measure: time, money
- Geometry: Position & Direction

**Learning Outcomes:**

Number:

- interpret and present data using bar charts, pictograms and tables

Measure:

- anticipate a transaction/exchange
- realise the meaning of, or anticipate, a signal for transition
- add and subtract amounts of money to give change
- tell the time on an analogue clock

Geometry:

- initiate tracking movements between positions
- initiate moving purposefully between positions
- describe movements between positions

**Sequential Progression:**

- Year 3, Year 4

## Summer

**The World About Me**

**Area of Mathematical Learning:**

- Number: Ratio
- Measure: height, length
- Consolidation & Accreditation

**Learning Outcomes:**

Number:

- explore objects with different and similar characteristics
- explore objects of differing shapes and sizes
- solve problems involving the relationship between two quantities
- solve shape problems with scale factors

Measure:

- explore and realise that one amount is more than another
- persist with developing vocabulary of comparison e.g. big/small
- convert between differet units of measure
- use approximate equivalences between metric and imperial

**Sequential Progression:**

- Year 5, Year 6

### Year 12 – Ambitions and Aspirations

## Autumn

**Investigating Employability**

**Area of Mathematical Learning:**

- Number: Place Value, Addition & Subtraction, Multiplication & Division, Algebra

**Learning Outcomes:**

Number:

- initiating solving cause and effect problems
- initiate solving sequencing and comparison problems
- anticipate and persist in acquiring more or less (give some away)
- estimate and use inverse operations to check answers
- count with positive and negative numbers
- use rounding up/down

**Sequential Progression:**

- Year 5

## Spring

**Investigating Health and Wellbeing Services**

**Area of Mathematical Learning:**

- Number: Statistics, Probability, Rates of Change
- Measure: weight, volume

**Learning Outcomes:**

Number:

- anticipate that something is likely to happen
- realise that a visual respresentation means a quatity of objects
- realise and anticipate that change has/will occur
- solve comparison, sum and difference problems using information presented in charts, tables and graphs
- interegate the likelihood of something happening and make informed estimates

Measure:

- realise that an item is full LO 2: replace one item with another of similar size or function
- convert between different units of measure
- use approximate equivalences between metric and imperial
- estimate volume e.g. using blocks to build cubes

**Sequential Progression:**

- Year 4, Year 5

## Summer

**Team Communication**

**Area of Mathematical Learning:**

- Geometry: spatial reasoning, position & direction
- Measure: Perimeter, Area

**Learning Outcomes:**

Geometry:

- realise that a shape is the same when repositioned
- realise that a shape needs to be reinorientated to use if as desired
- identify, describe and represent the position of a shape when reflected, rotated or translated

Measure:

- explore the edge of a shape or object
- work within a specified area and recognise area boundaries
- calculate and maesure perimeter
- calculate and measure area
- recognise that shapes can have same area but different perimeter and vice versa

**Sequential Progression:**

- Year 5, Year 6

### Year 13 – Entering Adulthood

## Autumn

**Planning for Employability**

**Area of Mathematical Learning:**

- Measure: Time, Money

**Learning Outcomes:**

- anticipate/estimate what will happen next and when
- initiate a transaction by choosing to swap one item to another
- initiate transaction by choosing to swap an item for an action to occur
- indicate that they are ready to go/start
- convert between different units of time
- read a digital clock and convert to analogue time
- estimate cost and totals in pounds and pence

**Sequential Progression:**

- Year 5, Year 6

## Spring

**Planning for Positive Health and Wellbeing**

**Area of Mathematical Learning:**

- Number: Ratio, proportion

**Learning Outcomes:**

- explore/compare unequal objects and select the item most beneficial to them
- sort into groups and select the most useful group purposefully
- solve problems involving unequal sharing and grouping (using fractions and multiples)

**Sequential Progression:**

- Year 6

## Summer

**Leadership Skills**

**Area of Mathematical Learning:**

- Geometry: Shape, Angles & Lines

**Learning Outcomes:**

- explore shapes and objects and realise that some shapes fit together e.g. stacking
- explore/realise how some objects can be manipulated and changed into different shapes
- recognise angles and degrees as a property of a shape
- identify right, acute and abtuse angles
- identify horizontal, vertical, perpendicular, parallel lines

**Sequential Progression:**

- Year 3, Year 4

### Year 14 – Life after Southfield

## Autumn

**Accessing Employability**

**Area of Mathematical Learning:**

- Number: Place Value, Addition & Subtraction, Multiplication & Division, Algebra

**Learning Outcomes:**

- anticipate and use recall to respond purposefully to a problem solving scenario
- explore with persistence to check that an object is positioned as intended
- solve missing number problems
- complete mental maths with increasingly large numbers
- perform mental maths with a mixture of calculations

**Sequential Progression:**

- Year 5, Year 6

## Spring

**Accessing Health and Wellbeing Services**

**Area of Mathematical Learning:**

- Number: Decimals, Percentages, Fractions
- Measure: time, money, weight

**Learning Outcomes:**

Number:

- distinguish between one object and another as being of more value e.g. consistently choose the better item
- realise that on object is made up of parts and persist in putting them together, taking them apart, sharing them out
- identify and understand the value of each number for percentages, decimals and fractions

Measure:

- realise that an event from the past relates to them e.g. recognise self in a photograph
- realise there has been a change in routine/usual quantity
- understand Roman numerals
- understand the number of days in a leap year
- convert time, weight and money from smaller units to larger units and vice versa

**Sequential Progression:**

- Year 3, Year 4, Year 5, Year 6

## Summer

**Making a positive contribution to the wider community**

**Area of Mathematical Learning:**

- Consolidation & Accreditation