National Primary Strategy Objectives

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Using the planned objectives from the NPS (National Primary Strategy) for the whole class, the teacher chooses an appropriate objective for the new E2L (English as second Language) learner.

 

Please note :-

  • All of our games are mapped to the NPS (National Primary Strategy)  - See step 2 for example.
  • All YEARS are covered with our activities
  • Each CD covers over 80% of the Primary National Strategy
  • Multiple activities cover objectives, so the teacher can priority the best fit to pupil
  • The E-Learning can be used by English and EAL students concurrently

For example just ONE of our CD's eduk8me Maths 1 covers the following :

Year 1
  • Using and Applying
  • Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money; recognise the value of coins
  • Describe a problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution back in the original context
  • Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures
  • Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions
  • Describe ways of solving problems and explain choices and decisions orally or using pictures
  • Count Compare and Order
    Count reliably at least 20 objects recognising that when rearranged the number of objects stays the same; relate addition to counting on and count on or back in ones, twos, fives and tens; estimate a number of objects that can be checked by counting
  • Compare and order numbers, using the related vocabulary; use the equals (=) sign
    Read and write numerals, numbers from 0 to at least 20 and the multiples of 10, and position these numbers on a number track and number line
  • Say the number that is one more or less than any given number, and ten more or less for multiples of ten
  • Secure Knowledge of Number Facts
  • Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts
  • Use knowledge of counting in twos, fives and tens to derive the multiples of 2, 5 and
  • 10 to the tenth multiple
  • Recall the doubles of all numbers to at least 10
    Calculate
  • Recognise that addition can be done in any order and use this to add mentally a one-digit number or a multiple of 10 to a one-digit or two-digit number
    Subtract one-digit numbers from one-digit and two-digit numbers and a multiple of
  • 10 from a two-digit number; apply addition and subtraction strategies, e.g. counting on to find the difference
  • Understand subtraction as both ‘taking away’ and ‘difference’ and use the related vocabulary and symbols to describe and record addition and subtraction number sentences
Year 2
  • Using and Applying
  • Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence
  • Identify and record the number sentences involved in a problem, carry out the calculations and check that the solution makes sense in the context of the problem
  • Follow a line of enquiry; answer questions by selecting and using suitable equipment and information, and organising and presenting the information in lists, tables and simple diagrams
  • Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples
  • Present solutions to problems in an organised way; explain decisions, methods and results in spoken, pictorial and written form, using mathematical language and symbols
  • Count, Compare and Order
  • Read and write two- and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
  • Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of ten and one
  • Order two-digit numbers and position them on a number line; use the greater than (>), less than (<) signs
  • Secure Knowledge of Number Facts
  • Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100
  • Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10
  • Use knowledge of number facts and operations to check answers to calculations
    Calculate
  • Add or subtract mentally a single-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to support addition and subtraction of two-digit numbers
  • Understand that subtraction reverses addition and vice versa and use this to derive and record related addition and subtraction number sentences
  • Use the symbols +, –, ×, ÷ and = to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence, e.g. 30 –  = 24,  ÷ 2 = 6
  • Shape and Space
  • Visualise common 2-D shapes and 3-D solids and identify them from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties
Year 3
  • Using and Applying
  • Solve one- and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations
  • Represent the information in a problem using numbers and images; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure
  • Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information
  • Use patterns, properties of and relationships between numbers or shapes to identify similarities and differences, and to solve puzzles
  • Describe and explain methods, choices and solutions to problems, orally and in writing, using pictures and diagrams
  • Count, Compare and Order
  • Order whole numbers to at least 1000 and position them on a number line
  • Round two- or three-digit numbers to the nearest 10 or 100 and give estimates and approximations to their sums and differences
  • Secure Knowledge of Number Facts
  • Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100
  • Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts
  • Use knowledge of number operations and corresponding inverses to check calculations
    Calculate
  • Add or subtract mentally combinations of one-digit and two-digit numbers
    Develop and refine written methods to support, record or explain the addition and subtraction of two-digit and three-digit numbers
    Multiply one- and two-digit numbers by 10 or 100, and describe the effect
Year 4
  • Using and Applying
  • Solve one- and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate
  • Represent a problem using number sentences and diagrams, use these to find a strategy to solve the problem and present the solution in the context of the problem
  • Suggest a line of enquiry and the strategy needed to pursue it; collect, organise and interpret selected information to find answers
  • Use knowledge of numbers and shapes to identify patterns, properties and relationships, and apply them to unfamiliar situations; investigate a statement involving numbers and test it with examples
  • Report solutions to problems, explanations and reasoning orally and in writing
    Secure Knowledge of Number Facts
  • Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000
  • Identify the doubles of two-digit numbers; use to calculate doubles of multiples of 10 and 100 and derive the corresponding halves
  • Calculate
  • Add or subtract mentally pairs of two-digit whole numbers, e.g. 47 + 58, 91 – 35
  • Use the standard written methods for addition and subtraction of two-digit and three-digit whole numbers and calculations with £.p
  • Multiply or divide numbers to 1000 by 10 and then 100 (whole number answers), understanding the effect; relate to scaling up or down

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