HT1 Place Value pre-assessment QLA

Maths Curriculum for Special Ed and bespoke learning + ALL pre-assessments

This maths curriculum overview is based on the government’s ‘Ready-to-progress’ criteria and prioritises the most important conceptual knowledge and understanding that pupils need as they progress from KS1 through to KS3. This framework is particularly useful for special educational establishments or settings where pupils may have significant gaps in their learning and/or are working below age-related expectations. This is a spiral curriculum broken down into 6 key topic areas (1 per school half term): Place Value, Four operations, Repeated addtion/subtraction, Fractions, FDP, and Shape. Each key topic area is then subdivided into 9 bands (levels) of learning, allowing pupils to work at a level most suitable for them. This curriculum overview is accompanied by detailed small steps for each topic and band of learning. The White Rose Maths blocks have been mapped onto this curriculum overview allowing easy resourcing for those with existing access to WRM. Note: this framework can be used with other resources; not just WRM. When used alongside suitable pre-assessments (such as the Mr Maths purpose-made pre-assessment QLAs), educators can easily assess the most appropriate band of learning for their pupils. This provides a bespoke learning experience for pupils. The QLAs are designed to be used alongside the Mr Maths ‘Alternative Maths Curriculum for Special education and bespoke learning’ but can also be used on their own to identify gaps in a pupil's knowledge. The QLAs are particularly useful for use within Special educational establishments or settings where pupils may have significant gaps in their learning and/or are working below age-related expectations. Using these pre-assessments, educators can easily determine the most appropriate band of learning for their pupils and provide a bespoke learning experience. Please note: this framework does not cover the whole of the maths curriculum, but rather focuses on the areas that have been identified as a priority. However, by mastering these key concepts pupils will be able to more easily access many of the elements of the curriculum that are not covered by this framework.