Early Years: Mathematics
Early Years: Mathematics
Embedded Files
EYFS Introduction
EYFS Introduction
The AET Mathematics Community hold the common vision that
The AET Mathematics Community hold the common vision that
It is our duty to inspire young people to see the true beauty of mathematics in the wider world by bringing mathematics alive, thereby making it exciting, relevant and easy
It is our duty to inspire young people to see the true beauty of mathematics in the wider world by bringing mathematics alive, thereby making it exciting, relevant and easy
AET Mathematics Principles
AET Mathematics Principles
Everyone can be a mathematician
Commitment to the ‘why’, not just the ‘how’
Always aiming for fluency with the unfamiliar
Relish and enjoy the challenge and exploration of the mathematical world
Engage the power of the learner, learning mathematics is a collaborative process
Mathematics is everywhere - it’s a universal language
Celebrate and explore different approaches
Mathematics is a creative discipline; the answer is only the start
AET Mathematics Pupil Characteristics
AET Mathematics Pupil Characteristics
As a result of adopting these principles, an AET Maths Pupil will:
Be inquisitive
Be a resilient problem solver - have the confidence to try and try again
Make connections and find patterns
Be open to different approaches
Have a sense of accomplishment and pride - find satisfaction in solutions
Be fluent and aim for complete mastery
Be confident mathematical communicators; explain, justify and reason
Appreciate both the relevance of maths and its abstract beauty
EYFS Mathematics Curriculum
EYFS Mathematics Curriculum
Our Early Years programme for Nursery and Reception children is based on a staged approach. This means we can match a child's next steps and new learning carefully to their prior knowledge.
Our Early Years programme for Nursery and Reception children is based on a staged approach. This means we can match a child's next steps and new learning carefully to their prior knowledge.
There are 9 stages altogether, covering the expected mathematical steps from birth to mastery of the ELGs.
There are 9 stages altogether, covering the expected mathematical steps from birth to mastery of the ELGs.
Our curriculum covers the contents of the Early Years Framework and some supplementary knowledge and skills that we know prepares our children well for their ongoing mathematics journey.
Our curriculum covers the contents of the Early Years Framework and some supplementary knowledge and skills that we know prepares our children well for their ongoing mathematics journey.
We divide the learning at this age-range into 4 dimensions of mathematics, each with a number of key strands within it. Each strand represents a key idea and concept in mathematics, which children will revisit and extend as they become more capable.
We divide the learning at this age-range into 4 dimensions of mathematics, each with a number of key strands within it. Each strand represents a key idea and concept in mathematics, which children will revisit and extend as they become more capable.
The strands are:
The strands are:
For each strand, a careful stepped progression through nine stages is mapped.
For each strand, a careful stepped progression through nine stages is mapped.
Example: Number - Recognising and Representing Strand
Example: Number - Recognising and Representing Strand
Recommended Sequencing
Recommended Sequencing
Each year, children complete focused learning on each strand, with multiple visits for important number strands.
Each year, children complete focused learning on each strand, with multiple visits for important number strands.
Teachers decide at which point on the progression each child is currently working, and plan appropriately to move them along the progression within this strand from that point.
Teachers decide at which point on the progression each child is currently working, and plan appropriately to move them along the progression within this strand from that point.
A suggested calendar for sequencing this is shown on the right, with some strands joined together as appropriate.
A suggested calendar for sequencing this is shown on the right, with some strands joined together as appropriate.
Very approximately the stages are pitched as shown on the left:
Very approximately the stages are pitched as shown on the left:
However, we strongly encourage teachers to adopt a flexible approach. Specifically, we recommend that teachers judge the appropriate next stage based on an individual child's specific prior knowledge within each progression, not as a broad position for all of mathematics
However, we strongly encourage teachers to adopt a flexible approach. Specifically, we recommend that teachers judge the appropriate next stage based on an individual child's specific prior knowledge within each progression, not as a broad position for all of mathematics
We teach mathematics using the Mastery Flow Model, to enable children to move from new learning to deep understanding.
We teach mathematics using the Mastery Flow Model, to enable children to move from new learning to deep understanding.
Schemes of Learning
Schemes of Learning
Detailed Schemes of Learning support each strand for each stage, and include:
Detailed Schemes of Learning support each strand for each stage, and include:
key vocabulary
a key assessment checklist
key teaching questions
initial hooks to link to children's lives
representation suggestions
fluency tasks
probing questions
further extension tasks
suggestions to link into the wider environment and continuous provision
all hugely practical, fun and suitable for young children
Number
Number
Calculation
Calculation
Measures
Measures
Shape and Space
Shape and Space
Leadership and Management
Leadership and Management
Access a wide range of resources to support you in your role as leader. This link includes a 6-part subject leader model with related resources, as well as 19 leadership behaviour and some suggested reading
What's On, Subject Expert Team (SET) and Successful Practice
What's On, Subject Expert Team (SET) and Successful Practice
This link takes you to the curriculum team training and conferences page.
We have captured successful departments from all over the country. Successful defined as progress 8 in maths and attainment being significantly above national. The SSAT have also shared their identified successful departments with us. You can find them all on this link
This link introduces you to the Maths Subject Expert Team. This team meet 6 times per year and consist of members of the Core Curriculum Team, External Consultants, our Maths SLCs and some of our Subject Leaders
Our Curriculum Forum
Our Curriculum Forum
You can access our curriculum forum by asking to join at this link and ensure you have set up a google community account. It is really easy to do. This forum is for all AET education staff. Is it an area to share and gain ideas, articles and resources. Please note: the google forum below will only be seen on this page by colleagues who have already joined our community.
Unsupported embed
As of July 5, 2023, Google Currents is no longer available. Learn more
Report abuse