Understand Current National and Organisational Frameworks for Mathematics

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Understand current national and organisational frameworks for mathematics 1.1 Explain the aims and importance of learning provision for numeracy development. Numeracy development is important for all children as maths is an important part of everyday life. The way in which maths is taught has changed greatly over the years. When I was at school we were taught one method to reach one answer. Now, particularly in early primary phase, children are taught different methods to reach an answer, which includes different methods of working out and which also develops their investigation skills. For example, by the time children reach year six, the different methods they would have been taught for addition would be number lines, partitioning, compact method and expanded method. For lower ability children, they could use resources to aid them in reaching their answer, such as cubes, diennes, number squares and numicon. Plus visual aids around the classroom. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them. The maths curriculums aim is to give children a solid grounding. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s, 10’s or 100’s. A skill especially needed when shopping or counting money. The learning of maths is broken down into its Strands. This means that in maths earliest stages of learning, young children will learn shape, counting, patterns and sorting etc. through practical means. As children progress through the Key Stages they build on these skills.

1.2 Summarise the national curriculum framework for mathematics including age related expectations of learners relevant to the setting Children who are in Reception classes (aged 40-60+ months) are taught by teachers using the Foundation Stage Curriculum for mathematics. The Foundation Stage shows that numeracy is to be broken down into two areas of learning. 1, numbers. 2, shape, space and measures. Children’s early learning goals, which are at the end of Foundation Stage, are the expectations for the majority of the children to be at. For example, in the case on numbers: 1. Be able to count and recognise numbers up to 20.

2. To know one more and one less than a given number
3. To use resources, such as cubes, to add or subtract two single digit numbers. 4. To be able to double, halve and share.
England and Wales follow the National Primary Numeracy Framework. This includes the seven strands of learning and covers the whole of primary age children, including foundation. The seven strands of learning are: 1. Using and applying mathematics

2. Counting and understanding numbers
3. Knowing and using number facts
4. Calculating
5. Understanding shape
6. Measuring
7. Handling data.
(Source: Primary Numeracy Framework, Standards site: http://nationalstrategies.standards.dcsf.gov.uk/node/110240) As I am currently working in year 4 and have done so for a few years, attached are the seven strands of learning in numeracy from the above website specifically breaking it down for year 4. (See 2 attached sheets). Scotland does not follow the Primary Framework. They have divided numeracy into 3 main areas: 1. Information Handling

2. Number, money and measurement
3. Shape, position and movement
Northern Ireland phased in the curriculum and divided the following areas into Key stage 1 and 2: 1. Processes in mathematics
2. Number
3. Measures
4. Shape and space
5. Handling data.

1.3 Summarise the organisations policy and curriculum framework for mathematics. During the Foundation Phase, children develop their skills, knowledge and understanding of...
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