SPALD Maths

End points for Academic Years Sep 22-July 23

Students will begin to develop the ability to select the mathematics they use in some classroom activities as well as the visual/manipulatives to support their thought processes. Students are introduced to the idea of ‘precision reading’ in Maths and using RUCSAC to help them apply this skill when tackling worded Maths questions/problems. They will be able to discuss their work using some mathematical language and will begin to represent it using symbols and simple diagrams. Students will develop their ability to explain why an answer is correct. Students will be more at ease with making mistakes and seeing that as part of how they learn. Students will be able to count sets of objects reliably and use mental recall of addition and subtraction facts to 20. They will begin to understand the place value of each digit in a number and use this to order numbers up to 100. They will be able to choose the appropriate operation when solving addition, subtraction and multiplication problems. They will begin to use mental calculation strategies to solve number problems involving money and measures. They will recognise sequences of numbers, including odd and even numbers. They will use simple fractions that are one part of a whole. Students will be able to convert from pounds to pence and vice versa. They will be able to add amounts of money and give change. They will be able to read times to O’clock, half past, quarter past and quarter to on an analogue clock and can read anytime on a digital clock. Students will use mathematical names for common 2D and 3D shapes and describe their properties, including numbers of edges, faces and vertices. They will start to distinguish between straight and turning movements, understand angle as a measurement of turn, and recognise right angles in turns. Students will begin to use standard units to measure length and weight. Students will be able to sort objects and classify them using more than one criterion. When they have gathered information, they will be able to record results in simple lists, tables and block graphs in order to communicate their findings.

AQA Entry Level Course First Year

By the end of Year 8, students will be able to try different approaches and find ways of overcoming difficulties that arise when they are solving problems. They will be more confident in choosing the correct mathematical operations to solve a problem and in selecting the resources which are most appropriate to support their working. Students will be able to use mathematical language more accurately and in the correct context. They will be beginning to organise their work and check results. Students will be developing their ability to discuss their mathematical work and are beginning to explain their thinking. Students demonstrate an understanding of the relationship between units of time and are developing accuracy in telling the time to the nearest 5 minutes. Students show an understanding of place value in numbers up to 1,000 and use this to make approximations. They begin to use decimal notation correctly and understand that amounts of money should have 2 decimal places. Students solve multi-step problems involving money and give answers in correct notation. Students extract and interpret information presented in simple tables and lists. They construct bar charts and pictograms, where the symbol represents more than one item to communicate information and they interpret information presented to them in these forms.

AQA Entry Level Course Second Year

By the end of Year 9, students will show a greater confidence in selecting the correct mathematical techniques and resources to solve a problem. They will have a greater grasp of appropriate mathematical terminology and be able to use some subject specific vocabulary accurately when talking about maths. Students are becoming more adept at articulating their own thinking and also in listening to others without judgement.
They use and interpret mathematical symbols and diagrams. Students show understanding of place value in numbers up to 1,000 and use this to make approximations. They begin to use decimal notation and to recognise negative numbers, in contexts such as temperature. They add and subtract numbers with two digits mentally and numbers with three digits using written methods. They use mental recall of the 2, 3, 4, 5, 8 and 10 multiplication tables and derive the associated division facts. They solve whole number problems involving multiplication or division, including those that give rise to remainders. They use simple fractions that are several parts of a whole and recognise when two simple fractions are equivalent. Students classify 2D and 3D shapes in various ways using mathematical properties such as reflective symmetry for 2D shapes. They use standard metric units of length, capacity and weight and standard units of time, in a range of contexts.

Level 1 Award: Working with Number and Measures

Students continue to develop their resilience and confidence to try different approaches and find ways of overcoming difficulties that arise when they are solving problems. They are beginning to organise their work with care and check results to ensure that their answers are logical. Students are able to articulate their ideas using correct mathematical terminology and to explain how they have arrived at an answer. They use and interpret mathematical symbols and diagrams.
Students are beginning to understand multiples, factors, common factors and prime numbers. They are developing their ability to multiply and divide decimals with up to two decimal places, converting between fractions and decimals and percentages. They are beginning to understand the relationship between simple fractions and percentages of quantities, sometimes in context.
They can work through problems relating to time, and can use a variety of units of measure for carrying out measurement and can convert between units of measure within the metric system. Students are developing an understanding of imperial measures alongside their existing knowledge of metric measures.
They can work out perimeters and areas relating to rectangles, and volumes of cuboids. They are developing their ability to calculate perimeters and areas of compound shapes. They can read, write and use everyday tables and charts, and draw simple graphs.
Students understand the relevance of unit measures to real life contexts eg recipes, journeys. Students can understand how to calculate elapsed time and solve a range related problems.

Level 1 Award: Working with Number and Measures

Students are able to draw upon a range of strategies and practical resources to support them in overcoming difficulties that arise when they are solving problems in a variety of contexts. They are able to discern links between topics and to apply their learning across a range of contexts. They are able to articulate their thinking and discuss how they have reached an answer. Students can use correct mathematical terminology most of the time.
Students are able to use and interpret mathematical symbols as well as choosing the correct operation to solve a word problem using links to the vocabulary used and a practical visualisations eg drawing out the problem.
Students understand multiples, factors, common factors and prime numbers. They can multiply and divide decimals with up to two decimal places, converting between fractions and decimals and percentages. They understand the relationship between simple fractions and percentages of quantities.
Students can use a variety of units of measure for carrying out measurement and can convert between units of measure within the metric system. Students show an understanding of imperial measures as well as of metric measures.
They can work out perimeters and areas relating to rectangles, and volumes of cuboids. They can read, write and use everyday tables and charts, and draw simple graphs.
Students solve multi-step problems involving money and give answers in correct notation. Students can tackle a range of problems involving time and apply to real life scenarios eg reading train timetables.