My 3 kids were fighting to get on the computer last night to do Maths. I think its brilliant - they even missed X-factor to do Maths!

## England

# English Curriculum Structure & Alignment

As a teacher in England you will glad to hear that 4to12maths.com is aligned with your curriculum.

Below you can see a table of the key stages 0 to 3 and the related years. If you click on the key stage you will see the curriculum for that key stage. If you click on a year in the right hand column you will be shown the 4to12maths.com skills for that year. We have grouped these skills by categories to enable easier usage by you and your pupils.

Go ahead and browse these skills. When you hover over a skill an example practice question is displayed. Click here to start a free trial to get you and your pupils using the maths practice, competitions and problem solving in 4to12maths.com.

*Key Stage:* (groupings of years in school)

Key Stage | Skills by Year |
---|---|

Key Stage 0 | Reception |

Key Stage 1 |
Year 1 Year 2 |

Key Stage 2 |
Year 3 Year 4 Year 5 Year 6 |

Key Stage 3 | Year 7 |

Requirements

a. Knowledge, skills and understanding – what has to be taught in the subject during the stage

i. Ma2 Number (KS1 & KS2)/Ma2 Number and algebra (KS3)

**1. Using and applying number**

- Problem solving (KS1, KS2, KS3)
- Communicating (KS1, KS2, KS3)
- Reasoning (KS1, KS2, KS3)

**2. Numbers and the number system**

- Counting (KS1, KS2)
- Number patterns and sequences (KS1, KS2)
- The number system (KS1)
- Integers (KS2, KS3)
- Fractions, percentages and ratio (KS2)
- Powers and roots (KS3)
- Fractions (KS3)
- Percentages (KS3)
- Decimals (KS2, KS3)
- Ratio and proportion (KS3)

3. Calculations

- Number operations and the relationship between them (KS1, KS2, KS3)
- Mental methods (KS1, KS2, KS3
- Written methods (KS2, KS3)
- Calculator methods (KS2, KS3)

4. Solving numerical problems (KS1, KS2, KS3

5. Processing, representing and interpreting data (KS1)

5. Processing, representing and interpreting data (KS1)

6. Equations, formulae and identities (KS3)

6. Equations, formulae and identities (KS3)

- Use of symbols (KS3)
- Index notation (KS3)
- Equations (KS3)
- Linear equations (KS3)
- Formulae (KS3)
- Direct proportion (KS3)
- Simultaneous linear equations (KS3)
- Inequalities (KS3)
- Numerical Methods (KS3)

7. Sequences, functions and graphs (KS3)

- Sequences (KS3)
- Functions (KS3)
- Gradients (KS3)

#### ii. Ma3 Shape, space and measures

1. Using and applying shape, space and measures (KS1, KS2, KS3)

- Problem solving
- Communicating
- Reasoning

**2. Understanding properties of shape (KS1, KS2)**

3. Understanding properties of position and movement (KS1, KS2)

3. Understanding properties of position and movement (KS1, KS2)

4. Understanding measures (KS1, KS2)

4. Understanding measures (KS1, KS2)

5. Geometric reasoning (KS3)

5. Geometric reasoning (KS3)

- Angles
- Properties of triangles and other rectilinear shapes
- Properties of circles
- 3-D shapes

**6. Transformation and coordinates (KS3)**

- Specify transformations
- Properties of transformations
- Coordinates

**7. Measures and construction (KS3)**

- Measures
- Construction

iii. Ma4 Handling data

1. Using and applying handling data (KS2, KS3)

- Problem solving
- Communicating

**2. Processing, representing and interpreting data (KS2)**

3. Specify the problem and planning (KS3)

3. Specify the problem and planning (KS3)

4. Collecting data (KS3)

4. Collecting data (KS3)

5. Processing and representing data (KS3)

5. Processing and representing data (KS3)

6. Interpreting and discussing results (KS3)

6. Interpreting and discussing results (KS3)

b. Breadth of study - the contexts, activities, areas of study and range of experiences through which the Knowledge, skills and understanding should be taught

i. Key Stage 1

During the key stage, pupils should be taught the Knowledge, skills and understanding through:

- practical activity, exploration and discussion
- using mathematical ideas in practical activities, then recording these using objects, pictures, diagrams, words, numbers and symbols
- using mental images of numbers and their relationships to support the development of mental calculation strategies
- estimating, drawing and measuring in a range of practical contexts
- drawing inferences from data in practical activities
- exploring and using a variety of resources and materials, including ICT
- activities that encourage them to make connections between number work and other aspects of their work in mathematics.

#### ii. Key Stage 2

During the key stage, pupils should be taught the Knowledge, skills and understanding through:

- a activities that extend their understanding of the number system to include integers, fractions and decimals
- approximating and estimating more systematically in their work in mathematics
- using patterns and relationships to explore simple algebraic ideas
- applying their measuring skills in a range of contexts
- drawing inferences from data in practical activities, and recognising the difference between meaningful and misleading representations of data
- exploring and using a variety of resources and materials, including ICT
- activities in which pupils decide when the use of calculators is appropriate and then use them effectively
- using mathematics in their work in other subjects.

#### iii. Key Stage 3

During the key stage, pupils should be taught the Knowledge, skills and understanding through:

- activities that ensure they become familiar with and confident using standard procedures for a range of problems, including ratio and proportion
- activities that enable them to understand that algebra is an extension of number
- solving familiar and unfamiliar problems, including multi-step problems, in a range of numerical, algebraic and graphical contexts and in open-ended and closed form
- activities that develop short chains of deductive reasoning and concepts of proof in algebra and geometry
- activities focused on geometrical definitions in which they do practical work with geometrical objects to develop their ability to visualise these objects and work with them mentally
- practical work in which they draw inferences from data and consider how statistics are used in real life to make informed decisions
- a sequence of activities that address increasingly demanding statistical problems
- tasks focused on using appropriate ICT [for example, spreadsheets,
- databases, geometry or graphic packages], using calculators correctly and efficiently, and knowing when it is not appropriate to use a particular form of technology.