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Numeracy Curriculum Overview  - Autumn Term​
Year 3 & 4 Curriculum Overview
Autumn Term
Weeks 1, 2 & 3 Weeks 4 & 5 Weeks 6 & 7 Weeks 8, 9 & 10 Week 11 Weeks 12, 13 & 14
3.1
Number & Place Value Additon & Subtraction		 3.2
Measurement with Addition & Subtraction		 3.3
Multiplication & Division		 3.4
Fractions		 3.4
Geometry		 3.5
Measurement including Time
4.1
Number & Place Value Additon & Subtraction		 4.2
Measurement with Addition & Subtraction		 4.3
Multiplication & Division		 4.4
Fractions		 4.4
Geometry		 4.5
Measurement including Time

Spring Term
Weeks 1 and 2 Week 3 Weeks 4, 5 & 6 Week 7 Weeks 8 & 9 Week 10 Weeks 11 & 12
3.6
Fractions		 3.6
Geometry		 3.7
Number & Place Value Additon & Subtraction		 3.8
Measurement: Time		 3.9
Multiplication & Division		 3.9
Fractions		 3.10
Number & Place Value Additon & Subtraction with Statistics
4.6
Fractions		 4.6
Geometry		 4.7
Number & Place Value Additon & Subtraction		 4.8
Measurement: Time		 4.9
Multiplication & Division		 4.9
Fractions		 4.10
Number & Place Value Additon & Subtraction with Statistics

Summer Term
Weeks 1 and 2 Week 3 Weeks 4, 5 & 6 Week 7 Weeks 8 & 9 Week 10 Weeks 11 & 12
3.11
Multiplication & Division		 3.12
Geometry		 3.13
Additon & Subtraction		 3.14
Multiplication & Division		 3.14
Fractions		 3.15
Measurement: Money & Time		 3.16
Measurement: Length
4.11
Multiplication & Division		 4.12
Geometry		 4.13
Additon & Subtraction		 4.14
Multiplication & Division		 4.14
Fractions		 4.15
Measurement: Money & Time		 4.16
Measurement: Length
YEAR 5 & 6 CURRICULUM OVERVIEW

Autumn Term
Weeks 1, 2 and 3 Weeks 4, 5 and 6 Week 7 Week 8 Week 9 Weeks 10 and 11 Weeks 12, 13 and 14
5.1
Number & Place Value Additon & Subtraction		 5.2
Multiplication & Division		 5.3
Fractions		 5.4
Fractions		 5.4
Time		 5.4
Geometry		 5.5
Number & Place Value & Measurement with the Four Operations
6.1
Number & Place Value Additon & Subtraction		 6.2
Multiplication & Division		 6.3
Fractions		 6.4
Fractions		 6.4
Time		 6.4
Geometry		 6.5
Number & Place Value & Measurement with the Four Operations

Spring Term
Weeks 1 & 2 Week 3 Weeks 4 & 5 Week 6 Week 7 Week 8 Week 9 Week 10 Weeks 11 & 12
5.6
Fractions		 5.7
Geometery		 5.8
Addition & Subtraction (Whole Numbers and Fractions)		 5.9
Statistics		 5.9
Measurement		 5.9
Geometry		 5.10
Fractions		 5.11
Addition & Subtraction		 5.12
Multiplication & Division
6.6
Fractions & Ratio		 6.6
Geometery		 6.7
Addition & Subtraction (Whole Numbers and Fractions) with Algebra		 6.8
Statistics		 6.8
Measurement		 6.11
Geometry		 6.11
Fractions		 6.9
Algebra		 6.10
Four Operations with Statistics

Summer Term
Weeks 1, 2 & 3 Week 4 Weeks 5 & 6 Weeks 7, 8 & 9 Weeks 10 & 11 Weeks 12 & 13
(Weeks 1 & 2)
5.12
Multiplication & Division

(Week 3)
5.14
Four Operations		 5.13
Geometery		 5.15
Addition & Subtraction with Statistics		 5.16
Fractions & Geometry		 5.17
Multiplication & Division		 5.18
Measurement
6.12
Multiplication & Division		 6.13
Statutory Tests		 6.15
Four Operations and Algebra		 6.14
Fractions

6.16
Fractions and Geometry Ratio and Proportion		 6.17
Multiplication & Division		 6.18
Measurement

​Numeracy Curriculum Rationale:
At Light Years, we believe that Numeracy teaches how to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems. Pupils learn to think creatively and make links between Numerical concepts through exploring patterns in the number system, shape, measures, and statistics. Numeracy is integral to all aspects of life, and we endeavour to ensure that our children develop a healthy, enthusiastic attitude towards Numeracy that will remain with them for life.
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Light Years School believes that pupils should:
  • Be equipped with the skills to calculate securely in the four operations.
  • Have access to a wide and varied range of concrete resources to develop these skills.
  • Be taught and have a comprehensive understanding of the number system.
  • Have opportunities to problem solve and think in abstract ways.
  • Apply their Numerical knowledge in practical, real-life situations.
  • Be given opportunities to learn key skills, practice, consolidate and apply them.
The Numeracy policy is designed to be inclusive and consider pupil’s needs as outlined in their EHCP.  The policy provides opportunities to develop teamwork and socials skills, language, vocabulary enrichment and communication skills. Opportunities to use the whole school environment and other localities for Numeracy will be planned to enhance and consolidate pupil’s experiences bringing Numeracy into their real/everyday life.
 
Numeracy Curriculum Intent:
Our intent for Numeracy is to teach a rich, balanced, and progressive curriculum using Numeracy to reason, problem solve and develop fluent conceptual understanding in each area. Our curriculum allows children to r make sense of the world around them by making connections between Numeracy and everyday life. Our policies, resources and schemes will support our vision and clearly outline where Numeracy can be incorporated across wider curriculum areas.
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The structure of the Numeracy curriculum across school shows clear progression in line with age related expectations. Teaching curriculum content in blocks allows children to explore skills and knowledge in depth and gain a secure understanding of a particular subject matter. Key knowledge and skills are also revisited regularly through frequent retrieval practice allowing repetition to embed learning. At first concrete, then pictorial and finally an abstract approach provides children with a clear structure in which they can develop their depth of understanding of Numerical concepts. We ensure that Numeracy is a high-profile subject which children view positively and enjoy.
 
Numeracy Curriculum Implementation:
Our curriculum is frequently reviewed to ensure that is it current and effective as the school grows and evolves. Curriculum maps are based on the HIAS (Hampshire Numeracy Team) yearly overviews which set the curriculum out in blocks enabling children to get to grips with different areas of Numeracy through extended periods of time. Due consideration is given to the likelihood of pupils joining Light Years outside of the beginning of an academic year plus the strong possibility that our pupils may have gaps in their Numerical knowledge. Alongside these plans, White Rose Numeracy is used to support and aid planning processes.
 
Teachers will implement the schools agreed calculation policies for progression in written and mental calculations. Pre and post unit assessments are used where appropriate along with regular assessments which help teachers to gather an understanding of their pupil’s existing and developing knowledge and skills. Correct Numerical vocabulary is used by all teachers, and this is discussed with and explained to children who are then encouraged to use it independently when talking about Numeracy.
 
Vocabulary is displayed clearly during lessons and is referred to during the lesson. Fluency is developed through repeating, reinforcing and revising key skills; regular arithmetic takes place in all classes. Children are given time to practice and perfect their calculation strategies including giving pupils the opportunity to make appropriate decisions when estimating, calculating, and evaluating the effectiveness of their chosen methods. Feedback is given in a variety of ways to ensure pupils are well informed and making visible progress. Discussion is essential to learning and children are encouraged to discuss their thoughts, ideas and methods with a partner, group, or the teacher. Task types are varied to suit different pupils and their learning preferences; developing reasoning remains one of our key focuses. Investigative tasks are designed to allow pupils to follow lines of enquiry and develop their own ideas, justifying and proving their answers. Children work both collaboratively and independently when solving problems which require them to persevere and develop resilience.

All staff are encouraged to raise questions, seek support, and request further training if needed in order to ensure everyone is confident in what they teach. Good practice is always shared between staff and all CPD is used to inform teaching and learning across school. Resources and equipment are audited regularly so that children have materials of high quality and accuracy to support their learning. Our resources allow us to use models and images to support learning in each area and enable the progression from concrete to pictorial to abstract. Children are familiar with these resources and are encouraged to access them independently where needed.
    
Numeracy Curriculum Impact:
At Light Years School we aim for our pupils to:
  • Become fluent, competent, and efficient Mathematicians.
  • Have the ability to recall facts and procedures, including the recollection of times tables.
  • Recognise relationships and make connections in Numeracy.
  • Have the ability to clearly explain their reasoning and justify their thought processes.
  • Be able to move between different contexts and representations of Numeracy. 
  • Hold high aspirations for themselves, which will see them through to further study, work and a successful adult life.
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Light Years School, Tewkesbury Avenue, Fareham, Hampshire, PO15 6LL
​E: [email protected]    T: ​01329 760955
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