Pupils round answers to a specified degree of accuracy, for example, to the nearest 10, 20, 50, etc, but not to a specified number of significant figures. Pupils connect equivalent fractions > 1 that simplify to integers with division and other fractions > 1 to division with remainders, using the number line and other models, and hence move from these to improper and mixed fractions. solve problems involving direct and inverse proportion, including graphical and algebraic representations convert between different units of metric measure [for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre] write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

Keep up to date with your professional development

Pupils are taught throughout that decimals and fractions are different ways of expressing numbers and proportions. There is a Year 1 phonics screening test in June, which helps your child’s teacher to identify if your child is secure in sounding out and blending graphemes. It also detects if they can read phonically decodable words. Don’t be worried about this test. Your child’s teacher will be assessing your child daily and will have identified any areas they need to focus on well before the test date. 1. Phonics

translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or 2 simultaneous equations), solve the equation(s) and interpret the solutiondescribe the changes and invariance achieved by combinations of rotations, reflections and translations} Pupils connect their work on angles, fractions and percentages to the interpretation of pie charts. identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths add and subtract numbers with up to 3 digits, using formal written methods of columnar addition and subtraction draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures and geometry, and in working with proportional relations algebraically and graphically use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D

Daily lessons for children who can confidently blend and read words such as ‘stamp’, ‘chair and ‘green’.

divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

There are a wide range of topics covered in Year 1, and your child will undoubtedly have their personal favourites. Some of the Year 1 activities include: The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils should also be taught to understand and use the conventions for discussion and debate. solve problems involving multiplication and division, including using their knowledge of factors and multiples, squares and cubes write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiencesderive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line