Draft Specification

Primary
Mathematics
Curriculum
DRAFT SPECIFICATION

JUNIOR INFANTS TO SECOND CLASS

FOR CONSULTATION

primar
developments
foráis sa bhunscolaíocht
Draft Specification
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Contents
1. Introduction 7

About the Primary Mathematics Curriculum 7

Using the Curriculum and Toolkit 13

Development and publication 15

2. Rationale 17

3. Aims 21

4. Strands and Elements 27

5. Overview of Learning Outcomes 31

6. Progression Continua 37

Algebra 1 - Number patterns, sequences and relationships 40

Algebra 2 - Patterns, structure and rules 42

Data and Chance 3 – Data 44

Measures 4 - Measuring 46

Measures 5 – Time 48

Measures 6 – Money 50

Number 7 - Uses of number 52

Number 8 - Place value 54

Number 9 - Numeration and counting 56

Number 10 – Operations 58

Number 11 - Fractions 60

Shape and Space 12 - Spatial Awareness and Location 62

Shape and Space 13 – Shape 64

Shape and Space 14 – Transformation 66

References 68

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List of tables and figures 70

Appendix 1: Overview of development of specification 71

Appendix 2: Suggested examples of children’s learning 74

Appendix 3: Meta-practices 77

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1. Introduction
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1. Introduction

About the Primary Mathematics Curriculum

Who is the Primary Mathematics Curriculum for?
The Primary Mathematics Curriculum is for teachers of all children in all school contexts.
The first four sections—Introduction, Rationale, Aims, and Strands and Elements—are for
teachers of children in all eight primary years. Sections 5 and 6—Overview of learning
outcomes and labels, and Progression Continua—are for teachers of children in the junior
primary years, that is, stage 1 which refers to junior and senior infant classes and stage 2
which refers to first and second classes.

Why is there a new Primary Mathematics Curriculum?

Since the implementation of the 1999 Primary School Curriculum, reviews, evaluations
and research have highlighted a number of strengths and challenges. Findings have
indicated the need for a new Primary Mathematics Curriculum which

§ is coherent in terms of aims, goals (relating to both processes and content), and
pedagogy; particularly in acknowledging and building on the pedagogical emphases in
Aistear

§ foregrounds the processes of mathematisation, that is, communicating, reasoning,

argumentation, justifying, generalising, representing, problem-solving, and connecting,
as central to the mathematical experiences of all children

§ draws on current research in highlighting the principles and features of good

mathematics pedagogy, including overarching meta-practices and the ways in which
they permeate learning activities

§ supports teachers to design and develop rich and challenging mathematical tasks that
are appropriate to their children’s learning needs

§ explicates the critical ideas in each of the content domains— Algebra, Date and
Chance, Measures, Number, Algebra, and Shape and Space.

§ presents learning paths which indicate shifts in children’s mathematical learning, and
which serve as reference points for planning and assessment
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§ promotes the principles of equity and access for all children, ensuring that supports
enable children with developmental delays and those with exceptional talent, children
in culturally-diverse contexts and children in disadvantaged circumstances to
experience rich and engaging mathematics.

Moreover, teachers have called for a less crowded curriculum with a greater emphasis on
practice and on supporting progression in children’s mathematical learning and
development. Research reports that inform and support curriculum development are
published at www.ncca.ie/primarymathematics.

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How is the new Primary Mathematics Curriculum different?

Table 1: Primary Mathematics Curriculum, 1999 and 2018

Primary School Mathematics New Primary Mathematics

Curriculum (1999) Curriculum (2018)

Strands: Algebra, Data and Chance, Measures, Number, Shape and Space
Strand units Learning Outcome Labels
Elements
Four Elements integrated into the
Mathematical Skills Progression Continua describing learning
List of six mathematical processes at the experiences for children across all
beginning of each Strand Strands and Learning Outcomes.
Content objectives (junior infants to Learning outcomes – 27
second class) – 201

What are the Strands of the Primary Mathematics Curriculum?

The Strands represent the main areas or domains of learning in mathematics. The Primary
Mathematics Curriculum has five Strands: Algebra, Data and Chance, Measures, Number,
Shape and Space. The Strands are not discrete domains of learning; rather, they interact
and connect in the learning experience of the child. It is important that teachers
understand the interconnected nature of the Strands to support children to make sense
of their learning.

What are the Elements of the Primary Mathematics Curriculum

(2018)?
Elements describe essential mathematical learning in terms of the processes that are
central to this learning. Children develop their mathematical proficiency through engaging
with processes such as connecting, communicating, reasoning, argumentation, justifying,
representing, problem-solving and generalising. In the new Primary Mathematics
Curriculum, for ease of reference, there are four Elements—Understanding and
Connecting; Communicating; Reasoning; Applying and Problem Solving.

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How is the Primary Mathematics Curriculum structured and

presented?
The Primary Mathematics Curriculum and the companion Primary Mathematics Toolkit
will include the following.

Table 2: Contents of the Primary Mathematics Curriculum and Toolkit

Introduction What are the key messages in the new Primary Mathematics
Curriculum?

Rationale Why is mathematical learning and development important in

primary school?

Aims What do we value in children’s mathematical learning and

development in primary school?

Strands and What concepts, dispositions and skills are important in

Elements children’s mathematical learning and development?
What are the key components of the curriculum and how do
these work together?
Planning, teaching § Learning Outcomes
and assessing for
§ Progression Continua
learning
§ Examples of children’s learning and development*
§ Support Materials for teachers*

Definitions and explanations of important terms used to

Glossary describe concepts, dispositions and skills in children’s
mathematical learning and development.**

*These will be published in the Primary Mathematics Toolkit at www.curriculumonline.ie

when ready.

**This will be developed and included in the Primary Mathematics Curriculum prior to
publication.

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How does the Primary Mathematics Curriculum connect with Aistear?

The draft Primary Mathematics Curriculum builds upon the principles of Aistear, the Early
Childhood Curriculum Framework (NCCA, 2009). These principles highlight the importance
of adult-child relationships, and playful and meaningful experiences for children’s learning
and development. Literacy and Numeracy for Learning and Life, the National Strategy to
Improve Literacy and Numeracy for Children and Young People 2011 – 2020 (DES, 2011)
identified the pedagogical approaches highlighted in Aistear as a particular focus for a
redeveloped curriculum for infant classes. These approaches are described in Aistear’s
Guidelines for Good Practice. Against this background ‘Through appropriately playful learning
experiences, children should be able to…’ is the stem used for the Learning Outcomes in the
Primary Language Curriculum (DES, 2015), and in the new draft Primary Mathematics
Curriculum. In recognition of the importance of the pedagogical approaches used to
provide appropriate learning experiences for young children in school, the Primary
Language Curriculum includes a range of Support Material for Teachers that focuses on
play and playful teaching and learning. Similar support material will be made available in
the new Primary Mathematics Curriculum, as well as examples of children’s learning and
development.

Both Aistear and the draft Primary Mathematics Curriculum promote positive learning
dispositions. Aistear defines dispositions as the ‘tendency to respond to situations in
characteristic ways’ (NCCA, 2009, p.54) and advocates the nurturing of dispositions like
independence, curiosity, playfulness, perseverance, confidence, resilience and
resourcefulness. These support the development of productive disposition, an aspect of
mathematical proficiency (see p.21): ‘In early childhood, productive disposition begins with the
fostering of a positive disposition towards the mathematics they encounter in their everyday life’
(Dooley et al., 2014, p.40). Positive interactions between, and among, adults and children,
in conjunction with play and playful teaching and learning experiences will be an important
contributor to children’s development as mathematicians.

How does the new Primary Mathematics Curriculum support children

with complex needs?

Milestone a is designed to facilitate the inclusive teaching and learning of children with
severe and profound learning difficulties. Children with moderate learning difficulties may

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be between Milestone a and c/d. Through the open nature of the language, Milestone a
aims to encompass a range of learning opportunities that will arise for these children. The
challenge for teachers is to identify when a child is ‘merely present’ or is experiencing the
stimulus or activity taking place. Insofar as possible, activities to demonstrate learning
outcomes should be deliberately planned. Any signs of ‘noticing’ should be noted and used
to inform planning for future experiences and activities.

The Support Material, Special Educational Needs (SEN) Pathways is an additional help for
teachers who have children with complex needs in their classroom1. The Support Material
describes seven SEN paths. These paths can be used together with the Primary
Mathematics Progression Continua to support teachers in recognising and supporting such
children’s progress within a milestone or a progression step.

How does the new Primary Mathematics Curriculum support

computational, creative and flexible thinking skills and coding?

There has been much public interest in the question of the place of coding in the primary
curriculum and of the relationship between the wide range of coding initiatives currently
in primary schools and the curriculum, particularly the mathematics curriculum. Following
a request from the Minister in July 2016, NCCA undertook to clarify, tease out and
explain, through its planned development of a new mathematics curriculum, the
relationship between coding and mathematics at this level of children’s education.
Essentially, primary mathematics lays some of the foundations of coding through its
emphasis on computational, creative and flexible thinking skills. Mathematical experiences
and activities designed to develop these skills involve children solving complex problems,
in which they are encouraged to break the problem down into steps, analyse the parts of
the problem, prioritise relevant information and drawing on existing understandings,
reason their ideas and evaluate their solution.

1
Special Educational Needs (SEN) Pathways is a support designed for the Primary Language Curriculum
and can be accessed on:
https://ncca.sharepoint.com/nccateams/Primary/lang/Shared%20Documents/Tigh%20Nan%20Dooley_Sp
ecial%20School/Special-Educational-Needs-Pathways.pdf
Similar Support Material will be developed for the new Primary Mathematics Curriculum.

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Through playful, collaborative and engaging learning experiences, the new Primary
Mathematics Curriculum provides opportunities for children to develop computational,
flexible and creative thinking skills as they learn across the strands of Algebra, Data and
Chance, Measures, Number, and Shape and Space. In this way, the new mathematics
curriculum contributes to the foundations of coding.

In exploring coding in the wider primary curriculum, the NCCA has identified a number
of approaches used internationally. These include locating coding within a broader
curriculum area such as computing or computer science; integrating some of the
fundamental underpinnings of coding within subjects such as mathematics and science;
developing it across the curriculum, for example, as a key skill. The NCCA will work
with a network of schools during this school year to explore these different approaches
to integrating coding in the primary curriculum. This work will help to inform the
redevelopment of the primary curriculum beyond mathematics.

Using the Curriculum and Toolkit

What are Learning Outcomes?

Learning Outcomes are used to describe the expected mathematical learning and
development for children at the end of a two-year period. They replace the content
objectives in the 1999 curriculum. In mainstream settings, Stage 1 Learning Outcomes
refer to junior and senior infant classes and Stage 2 Learning Outcomes are for first and
second classes. Reflecting Aistear’s Learning Goals, the phrase ‘Through appropriately
playful learning experiences, children should be able to’ introduces all stage 1 Learning
Outcomes. Children’s progress towards Learning Outcomes will be influenced by their
varying circumstances, experiences and abilities. Given the diversity in children’s
mathematical learning and development across any class group, learning is described on a
continuum. The Progression Continua support teachers to create appropriately
challenging and playful learning experiences for children, and work with children whose
learning and development may progress at a different level or rate to their peers.

What are the Progression Continua and how do they work?

The Progression Continua reflect the reality that children come to school with different
experiences of mathematics, are at different places in their mathematical learning
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and develop at different rates, particularly children with special educational needs and
children in the early years of primary school. The Progression Continua support teachers
to use their own judgement and experience to identify where children are in their
mathematical learning journey.

There is one Progression Continuum for each Learning Outcome Label. The Progression
Continua describe, in broad terms, children’s mathematical learning and development for
Stages 1 and 2. Each Learning Outcome Label currently has seven progression milestones
(a-g)2. All four Elements—Understanding and Connection; Communicating; Reasoning;
Applying and Problem Solving—are described within each Progression Continuum. Thus,
each child’s journey, from junior infants to second class, can be in one of the seven
milestones. There are currently two Learning Outcomes for each Label3.

How do teachers begin to use this curriculum?

While the mathematical experiences of children, teachers and schools vary greatly across
different school contexts, all teachers will begin with the same starting points by asking –
Where are the children at? Where are they going in their learning and development? And what
mathematical experiences do I, as a teacher, need to plan and provide to help them make this
progress? (Discussions at recent Development Group and Board meetings highlighted a
need to adjust former graphic to reflect multiple access points for schools in using the
new Primary Mathematics Curriculum. This graphic will be updated following the
consultation process which will involve working closely with a number of schools).

Teachers can begin to answer these questions by looking at the Learning Outcomes for
the relevant stage and the Progression Continua linked to these Learning Outcomes.
When ready, teachers will be able to refer to Examples of children’s learning for evidence
of children’s mathematical learning and development at similar stages, as well as for ideas
to support the creation of appropriately challenging and playful learning experiences to
support these Learning Outcomes. The Support Material for teachers will also provide
teachers with additional ideas for practice.

2
It is anticipated that there will be up to ten or eleven milestones when the curriculum is completed from infants to
th
6 class. This correlates with the number of milestones anticipated for the full primary language curriculum – junior
th
infants to 6 class.
3
It is anticipated that there will be up to four learning outcomes per label when the curriculum is completed from
th
infants to 6 class.

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Development and publication

Where can I find out about the research that underpins the Primary
Mathematics Curriculum?
Two research reports underpin the Primary Mathematics Curriculum. The first report
discusses the themes of definitions, theories, development and progression (Dunphy et al,
2014). The second research report focuses on mathematical teaching and learning (Dooley
et al, 2014). These full reports, their executive summaries and podcasts are published on
the review and research webpage at www.ncca.ie/primarymathematics. In addition, there
are other relevant research and development publications at this weblink, including the
Background Paper and Brief for the development of the new Primary Mathematics
Curriculum. Following consultation in the autumn, a report on the findings and
implications for the draft curriculum specification, will also be published at
www.ncca.ie/primarymathematics.

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2. Rationale
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2. Rationale

The rationale for the new Primary Mathematics Curriculum addresses the importance of
mathematics in children’s lives. The rationale describes mathematics in the context of
children’s learning and development and the implications of same for the provision of
education to children in the primary school. Key messages highlighted in the draft rationale
are as follows.

Primary Mathematics

Mathematics is the study of the relationships, connections and patterns that surround us
and is thus intrinsic to our concept of the world. Mathematics greatly enhances our
capacity to understand and engage fully with the world around us.

Every child is a mathematician

Every child has an innate, intuitive and instinctive sense of mathematics. Every child is
capable of engaging with mathematical concepts and ideas from birth, and deepening and
developing their learning over time.

Primary mathematics education should evoke children’s innate ability to think and
communicate mathematically, to solve problems and to make sense of the world using
mathematics. Children should be encouraged to have a positive disposition to mathematics
and to develop their mathematical understanding, language, communication skills,
perseverance and resilience, interactions and expressions. Enabling children as
mathematicians lays the foundations for children to become confident and life-long
learners.

Mathematics is both a human and social phenomenon

Mathematics learning is dependent on social and cultural experiences as well as on the

internal learning processes of each child.

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Primary mathematics education should provide children with learning experiences that
give rise to mathematical thinking, such as modelling, thinking aloud and ‘maths talk’. It
should also provide opportunities for children to collaborate, communicate mathematical
thinking, and express their understanding in multiple ways and in various contexts.

Mathematics is a tool that helps us to make sense of our world

Mathematics is used to think about, see and organise our everyday lives and the world.

Primary mathematics education should enable children to communicate and solve real-
world problems in mathematical terms. It is also essential to support children to develop
the language of mathematics. Thus, mathematical thinking should be promoted, and ‘maths
talk’ should be integral to the teaching and learning process.

Maths is beautiful and worthy of pursuit in its own right

Through playful and creative learning opportunities, children can experience the beauty
and power of mathematics. It is important that children have the opportunity to engage
with mathematics as a discipline in its own right and to explore its many intriguing aspects.

Primary mathematics education should foster a love of mathematics. It should provide

children with the opportunity to explore, discover and refine their ideas. Children should
also be supported to think critically and flexibly, and to be creative and innovative in their
approach to learning mathematics.

Mathematics is everywhere and for everyone

Mathematics is a human activity that develops in response to everyday problems and

interactions.

Primary mathematics education should provide children with opportunities to engage with
deep, meaningful and challenging mathematics in educational settings, including social and
familial settings. Such engagement will result in children co-constructing knowledge and
skills as they interact and collaborate to solve complex and real problems.

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3. Aims
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3. Aims

The over-arching aim of the Primary Mathematics Curriculum is the development of

mathematical proficiency. Mathematical proficiency encompasses conceptual
understanding, procedural fluency, adaptive reasoning, strategic competence, and
productive disposition (see Figure 1 below). Critically, all five aspects are interwoven and
interdependent. As children develop proficiency in one aspect, there are developments in
other aspects too. Mathematical proficiency becomes progressively more developed in
children as their mathematical experiences become increasingly sophisticated and as they
are exposed to good pedagogy. The curriculum supports teaching, learning and assessment
that is congruent with this aim.

Figure 1: Five aspects of Mathematical Proficiency

Each of the five aspects of Mathematical Proficiency is described below.

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Conceptual Understanding4
The curriculum aims to help children to understand why mathematics ideas are important and
the different ways they can use and apply these ideas.

The curriculum aims to help children build on what they already know and to connect this
with their new learning. This should make it easier for children to use their learning in different
ways for different situations.

As well as supporting children to use mathematics in different ways, teachers should support
children to represent how they understand mathematics in lots of different ways, such as using
pictures or objects or by modelling, explaining and demonstrating it for their classmates.
Having the opportunity to explore maths with others provides children with the opportunity
to share and connect what they have learned, how they learned, and the different ways their
learning can be useful.

Procedural Fluency
The curriculum aims to provide children with opportunities to create their own informal
strategies and to integrate new concepts and procedures as they build on these strategies. It
aims to support children to justify the use of commonly used mathematical procedures and
informal strategies, and through this, to strengthen their understanding and skills.

Children should be encouraged to apply procedures accurately, efficiently and flexibly; to

transfer procedures to different problems and contexts; to build or modify procedures from
other procedures; and to recognise when one strategy or procedure is more appropriate to
apply than another.

4
It is envisaged that commentary, by children and adults, on the aspects of mathematical proficiency will be included in
this section in the form of ‘speech bubbles’. The commentary will be identified during the consultation with schools.

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Strategic Competence
The curriculum aims to support children to become proficient problem solvers. Children
should have the opportunity to formulate mathematical problems, represent them, and solve
them in a variety of ways.

As well as needing a repertoire of solution strategies, children should be facilitated in

generating problem models where they first understand the problem or situation and its key
features, and then framing or representing the problem mathematically.

Children should detect mathematical relationships and devise mental representations of

problems by building mental images of the essential components of the problem (variables
and relations) using a number of tools such as numbers, concrete materials, manipulatives,
symbols, words or graphics.

Children should also be encouraged to demonstrate flexibility throughout the problem-solving

process and broaden their knowledge through solving meaningful, real-life problems and
through creating or adjusting appropriate methods to fit the requirements of unfamiliar
situations.

Adaptive Reasoning
The curriculum aims to support children’s capacity for logical thought, reflection, explanation,
and justification. Through collaboration and a talk-friendly environment, teachers should equip
children with tools to reflect and navigate through the many concepts, solution methods, facts,
and procedures they encounter so that they can see how mathematics fits together and makes
sense.

Children should be encouraged to clarify and determine the legitimacy of their reasoning by
discussing concepts and procedures; by representing problems, solutions and their
understanding of mathematics in multiple ways; and by offering good reasons for the
procedures and strategies they employ.

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Productive Disposition
The Primary Language Curriculum (2015) emphasises the importance of supporting children to
develop positive dispositions towards language and literacy. Aistear: the Early Childhood
Curriculum Framework (2009) as a curriculum structure refers to a range of positive learning
dispositions, including perseverance and resilience in learning. Consistent with these views of
positive learning dispositions, the new primary mathematics curriculum aims to encourage
children to be confident in their mathematical knowledge and ability. It aims to support them
to see, through appropriately challenging and engaging experiences and work over time, that
mathematics is practical and enjoyable, and has relevance in their everyday lives.

With lots of opportunities to make sense of mathematics, to recognise the benefits of

perseverance and to experience success in their learning, children should see that
mathematics is really useful, engaging and motivating, and they should enjoy sharing their
mathematical ideas with friends, family, teachers and others.

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4. Strands and Elements

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4. Strands and Elements

Curriculum Strands
The Curriculum Strands outline the conceptual domains or content areas of primary
mathematics for junior infants to second class. Each strand has a set of Learning Outcome
Labels.

Table 3: Overview of Curriculum Strands and Learning Outcome Labels

Algebra 1. Number Patterns, Sequences and Relationships

2. Patterns, Structure and Rules

Data and Chance 3. Data

4. Measuring
Measures
5. Time
6. Money

7. Uses of Number
8. Place Value
Number
9. Numeration and Counting
10. Operations
11. Fractions

12. Spatial Awareness and Location

Shape and Space 13. Shape
14. Transformation

Further Learning Outcome Labels may be added to this list when the curriculum is developed
for third to sixth class; for example, related to Chance. The interconnectivity between Strands
will be highlighted. The website www.curriculumonline.ie, where the final version of the new
Primary Mathematics Curriculum will be published, offers a great opportunity to create links
between Strands and Learning Outcomes Labels.

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Curriculum Elements
Children develop their mathematical proficiency through engaging with processes such as
connecting, communicating, reasoning, argumentation, justifying, representing, problem
solving, and generalising. The Elements or key mathematical processes are organised in four
categories: Understanding and Connecting; Communicating; Reasoning; Applying and Problem
solving. These categories are derived from the literature on mathematical proficiency and
mathematisation and are also informed by the list of mathematical skills in the Primary School
Mathematics Curriculum (1999).

The Elements of mathematical learning across each of the Strands are set out in Figure 2
below.

Figure 2: The elements of primary mathematics

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Element 1: Understanding and Connecting

Children should make connections between related concepts and procedures—the ‘why’ and
the ‘how’ of mathematics—and between new and prior knowledge, in order to make sense
of what they are learning. They should apply and connect their understanding to contexts
within mathematics, with other areas of learning, and with the real world.

Element 2: Communicating
Children should use appropriate means of communication and a variety of representations
and conventions to convey thinking, ideas, relationships and logical arguments. They should
improve and refine their thinking and communication through engaging in inquiry-based
learning and social learning environments.

Element 3: Reasoning
Children should develop and apply reasoning to make, assess and justify ideas and conjectures.
They should engage in logical thought and actions such as analysing, proving, inferring and
generalising. They should plan and construct solid arguments to justify their explanations,
proofs and decision making.

Element 4: Applying and Problem Solving

Children should investigate, develop, select, apply, interpret, model and compare a variety of
problem-solving situations and strategies as they explore mathematics and deepen their
mathematical understanding. They should apply their mathematical knowledge and skills in
flexible, efficient and creative ways to solve problems, conduct investigations and develop
their computational thinking.

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5. Overview of Learning
Outcomes
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5. Overview of Learning Outcomes

As noted previously, Parts 5 and 6 of the specification refer specifically to junior infants to second class.

Learning Outcomes describe the expected mathematical learning and development for children at the end
of a two-year period, when due account is taken of individual abilities and varying circumstances. Learning
Outcomes help teachers to

1. plan, teach and reflect on their use of appropriate methods for teaching and learning

2. use appropriate assessment methods to gather evidence of children’s mathematical thinking

3. provide focused feedback to children and parents.

The following tables provide an overview of the Learning Outcomes and Labels for each Strand.

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Table 4: Algebra: Learning Outcomes and Labels

Strand: Algebra
Learning Outcomes
Stage 1: Junior and senior Stage 2: First and second
infants classes
Learning
Through appropriately playful
Elements Outcome Labels
learning experiences, children Children should be able to*5
should be able to*
1. Number patterns, Explore, recognise and use number Understand and use the
sequences and patterns and sequences commutative properties and
and Problem-Solving
Reasoning; Applying
Understanding and

relationships relationships between addition and

Communicating;

subtraction
connecting;

2. Patterns, Explore and search for patterns, Identify the rules that govern
structure and structures and relationships in sequences and patterns; make
rules physical, geometric and eventually predictions and generalise to other
numerical forms situations

*When due account is taken of individual abilities and varying circumstances.

Table 5: Data and Chance: Learning Outcomes and Labels

Strand: Data and Chance

Learning Outcomes
Stage 1: Junior and senior Stage 2: First and second
infants classes
Learning
Through appropriately playful
Elements Outcome Label
learning experiences, children Children should be able to*5
should be able to*
3. Data Explore data in a variety of ways for Use data as evidence to tell stories
Understanding and

a variety of purposes about questions of interest

Problem-Solving
Communicating;

Applying and
connecting;

Reasoning;

*When due account is taken of individual abilities and varying circumstances.

5
Discussions at recent Development Group, Board and Council meetings indicated support for the Stage 1 Learning Outcome stem of
‘Through appropriately playful learning experiences, children should be able to...’ to be applied to the Stage 2 Learning Outcomes. The
relevance and usefulness of this stem will be considered and explored with teachers during the consultation.

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Table 6: Measures: Learning Outcomes and Labels

Strand: Measures
Learning Outcomes
Stage 1: Junior and senior Stage 2: First and second
infants classes
Learning
Through appropriately playful
Elements Outcome Labels
learning experiences, children should Children should be able to*5
be able to*
4. Measuring Develop awareness of measuring Estimate, measure and record
(length, weight, capacity and area) in length, weight (mass), capacity and
meaningful contexts area using appropriate instruments
Understanding and connecting;

Applying and Problem-Solving

and units
Communicating;

5. Time Develop awareness and understanding Recognise, read and record elements
Reasoning;

of the concept of time of time using both analogue and

digital representations

6. Money Develop awareness of money and how Recognise the value of money and
money is used use money in a range of meaningful
contexts

*When due account is taken of individual abilities and varying circumstances.

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Table 7: Number: Learning Outcomes and Labels

Strand: Number
Learning Outcomes
Stage 1: Junior and Stage 2: First and
senior infants second classes
Learning
Through appropriately playful
Elements Outcome
learning experiences, children Children should be able to*5
Labels
should be able to*
7. Uses of number Develop an awareness that
numbers can be used to
• tell how many
• describe (label)
• order
Understanding and connecting;

Applying and Problem-Solving

8. Place value Develop a sense of ten as the Understand that digits can have
foundation for place value and different values; the value of a
counting digit in a written numeral
Communicating;

depends on its place or position

Reasoning;

in that numeral
9. Numeration Develop an awareness that the Demonstrate fluency in using
and Counting purpose of counting is to and applying different counting
quantify strategies

10. Operations Combine and partition quantities Use addition and subtraction to
solve real world situations and
problems, making use of a range
of strategies
11. Fractions Understand whole number(s) in Explore, (model, express and
the context of part-whole represent) mathematical
relationships relationships between part-whole
quantities
*When due account is taken of individual abilities and varying circumstances.

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Table 8: Shape and Space: Learning Outcomes and Labels

Strand: Shape and Space

Learning Outcomes
Stage 1: Junior and senior Stage 2: First and second
infants classes
Learning Outcome
Through appropriately playful
Elements Labels
learning experiences, children Children should be able to*5
should be able to*
12. Spatial Awareness Develop a sense of spatial awareness Develop spatial reasoning and
connecting; Communicating;

and Location and reasoning visualise and model location using

Reasoning; Applying and

symbolic co-ordinates
Understanding and

Problem-Solving

13. Shape Visualise and model 2D and 3D Visualise and model 2D and 3D
shapes and describe their properties shapes and analyse their properties

14. Transformation Explore and describe the effects of Visualise and show the effects of
shape movements transformations on shapes

*When due account is taken of individual abilities and varying circumstances.

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6. Progression Continua
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6. Progression Continua

Children come to school with different experiences and are at different places in their early
learning and development. They also learn and develop at different rates, especially in the
early years of primary school. Some children beginning junior infants and having experienced
pre-school education guided by Aistear, may be at Progression Milestone d in the first
Learning Outcome Label; Number Patters, Sequences and Relationships, while other children
with a similar experience may be at Milestone b. The new Primary Mathematics Curriculum
uses Progression Continua to help teachers in all school contexts to make professional
judgements about where children are in their mathematical learning journey and to plan the
next steps for their learning in mathematics. With the Progression Continua, teachers can
locate the majority of children in the class on the appropriate Progression Milestone, and
orientate children who are at an earlier or later point in their learning and development.
Moreover, the Progression Continua provide practical support and ideas to teachers in
building rich mathematical learning experiences for children.

The Progression Continua describe, in broad terms, children’s mathematical learning and
development for Stages 1 and 2. There is one Progression Continuum for each Learning
Outcome Label, 14 Progression Continua in total. Seven Progression Milestones (a-g)6 are set
out for each Learning Outcome Label. These describe the journey children make from junior
infants to second class and each child’s journey can be located in one of these seven
milestones. The descriptions of the progression milestones are directly related to the four
Elements of Primary Mathematics — Understanding and Connecting; Communicating;
Reasoning; Applying and Problem-Solving.

Each Progression Continuum describes the types of learning experiences that a child needs,
articulated in terms of both content and mathematical processes, in order to achieve the
Learning Outcomes in question. The milestones describe what children’s learning and
development might look like as they move along the continuum towards achieving the
Learning Outcomes. Examples of children’s mathematical work will further illustrate this
learning.

6 th
It is anticipated that there will be up to ten or eleven milestones when the curriculum is completed from infants to 6
class. This correlates with the number of milestones anticipated for the full primary language curriculum – junior infants to
th
6 class.

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 Draft Specification

The Progression Continua show progression from junior infants to second class and support
children with a wide range of abilities. Some children may take considerable time to progress
from one milestone to the next, to make progress within one milestone and/or within one
progression step. The continua support teachers to use their judgement about the most
appropriate mathematical experiences for children at a given point in time.

38
 Draft Specification

Table 9: Overview of Progression Continua

Overview of Progression Continua in the Primary Mathematics

Curriculum

Strand Learning Outcome Label Pages

1. Number patterns, sequences and relationships 40-41

Algebra
2. Patterns, structure and rules 42-43

Data and Chance 3. Data 44-45

4. Measuring 46-47

5. Time 48-49
Measures
6. Money 50-51

7. Uses of number 52-53

8. Place value 54-55

9. Numeration and counting 56-57

Number

10. Operations 58-59

11. Fractions 60-61

12. Spatial awareness and location 62-63

13. Shape 64-65

Shape and Space
14. Transformation 66-67

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 Draft Specification

Algebra 1 - Number patterns, sequences and relationships

* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome - Stage 1: Through appropriately playful learning experiences, children should be able to explore, recognise and use number patterns
and sequences
Learning Outcome - Stage 2: Children should be able to understand and use the commutative properties and relationships between addition and
subtraction

a b c d e f g
The child The child The child The child The child The child The child

Elements Learning Outcome Label Number patterns, sequences and relationships

Is present at, exposed Matches sets and pairs Compares, Identifies numbers in Explores patterns and Explores and uses Considers
to and experiences a of identical objects in differentiates, matches, the context of a numerical relationships patterns in addition and multiplication as
range of appropriately one-to-one and orders sets and sequence, forward in addition and subtraction facts to at repeated addition, zero
rich matching and correspondence. objects according to number word subtractions facts up to least 20 property, and
Understanding corresponding quantity by counting. sequences– one, two, 5, 10. commutative property.
and Connecting activities, songs, Matches equivalent and three… backward Explores multiple
rhymes, stories and non-equivalent sets of number word In a strategic manner, structures for number
real-life situations e.g. objects in one-to-one sequences – ten, nine, finds all sets of two sentences: c=a+b. . .
row of houses correspondence eight… numbers that make up a+b=c. . . a+b=c+d. . .
5/10 including zero.
Describes equivalence Notices patterns that Extension: all sets of
and non-equivalence: make up the sum of 5, numbers.
the same number, the 10.
same as, as many as, Represents
equals, more than, less Describes equivalence relationships as number
than between combinations. sentences.

Explores equals sign as

relational rather than
operational.

Is present at, exposed Participates in number Describes similarities Describes similarities Appreciates and argues Translates verbal Translates verbal
to and experiences a rhymes, games and role and differences and differences the commutative problems into written problems into written
variety of number play situations involving between sets in terms between e.g. one more principles of addition number sentences, and number sentences, and
rhymes, games and role number patterns and of quantity using than, two more than, facts e.g. 3+4=4+3 and vice versa, including a vice versa, including
Communicating play situations involving sequences e.g. 1, 2, 3, appropriate vocabulary etc. justifies with proofs. broad range of number unknown elements, or
number patterns and 4, 5, once I caught… e.g. more than, less Also describes sentence structures. expressions of
sequences e.g. five little than, the same amount. Appreciates and argues properties of odd/even generality, e.g. My
monkeys Listens to and retells the zero principles of numbers, patterns that age+2=Paul’s age
stories involving Explores number word addition facts e.g. emerge in the addition,
number patterns and sequences 3+4=4+3 and justifies subtraction of
sequences with proofs. odd/even numbers.

40
 Draft Specification

Is present at, exposed Recognises and Recognises number Recognises number Explores patterns in Reasons the use of a Describes a number
to and experiences a sequences numerals patterns and predict patterns, including odd number tables including symbol or variable to sequence by drawing a
range of activities through rote counting subsequent numbers in and even numbers e.g. the one hundred represent an unknown relationship between
involving number from 1-10. a sequence. in a hundred square square. number e.g. 4 + □ = 10. numbers and their
Reasoning patterns, sequences and predict subsequent position.
and the identification of Recognises that Explores the numbers numbers. Counts in twos, fives Rather than a frame, a
number relationships counting tells how that come before or and tens forwards and letter chosen by a child Describes verbally,
e.g. the child in a line. many objects are in the after or between Explores relationships backwards and notice may be preferable here, written form in words,
set irrespective of how numbers in a sequence. between numbers and patterns. as using one symbol written form using
they are arranged or their position in the leads to a very symbols.
the order in which they Identifies 10 as a sequence. Draws Generalises number challenging
are counted. number of significance. diagrams and uses patterns to numbers misconception that one Describes a functional
concrete manipulatives beyond the visible symbol can stand for relationship between
Explores relationship Explores the zero to explore the range presented, e.g. two sets of numbers,
two entities.
between adding one property of addition structure of the what is 1470+5? and applies the function
more to a set and the and generalise for all sequences, and how Describes a number to find further
next counting number. numbers. the terms change. sequence by drawing a outputs/inputs.
relationship between
Identifies the meaning numbers and their
of number names, e.g. position. Describes
thirteen means three verbally, written form
plus ten, forty means in words, written form
four tens. using symbols.

Is present at, exposed Identifies and conveys Explores patterns in Explores and identifies Investigates and applies Uses multiple strategies Writes equations with
to and experiences a understanding of number – arrange different arrays of the functions to a sequence to add and subtract variables, in order to
range of activities number patterns and objects in groups or same quantity using of numbers e.g. add 1, multi-digit numbers. arrive at a solution to a
involving number sequences in pictures sets of 2, 3, 4, 5 concrete materials 2 and identifies Describes strategies, problem.
Applying and patterns, sequences and stories. patterns emerging. compares and justifies
Problem- and the identification of choices made. Solves a range of
number relationships in problems with an
Solving
real life meaningful Describes and justifies unknown quantity
contexts, e.g. a general rule for the
numbered and/or addition and
sequenced tasks, first- subtraction of
then schedules. combinations of odd
and even numbers.

Applies such general

rules to problem
solving situations

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 Draft Specification

Algebra 2 - Patterns, structure and rules

* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to explore and search for patterns, structures
and relationships in physical, geometric and eventually numerical forms
Learning Outcome – Stage 2: Children should be able to identify the rules that govern sequences and patterns; make predictions and generalise to other
situations

a b c d e f g
The child The child The child The child The child The child The child

Elements
Learning Outcome Label Patterns, structure and rules
Is present at, exposed Attends to and responds Identifies a unit of repeat Recognises, compares, Identifies the rules that Uses the rules of Represents a variety of
to and experiences a to repeated sounds, within a repeating differentiates and govern a range of patterns to make patterns, in a variety of
Understanding range of repeated visual actions and movements. pattern. matches sets and objects patterns, complex reasonable predictions. modes, such as verbal,
stimuli, sounds, actions according to different repeating and growing. pictorial, diagrammatic,
and Connecting
and movements attributes [In F, children should and symbolic.
Discovers and explores
denoting patterns. Identifies relationships build upon E with greater
patterns in the
Identifies a unit of repeat between terms +3, -2, fluency. Children with Extends thinking from
environment e.g. wall
within a complex etc. and between terms tendencies to only one situation to another.
tiles, leaves, butterfly
repeating pattern. and their position in the compare consecutive
wings.
Describes repeating pattern, e.g. The 1st term terms should be
[Avoid over-emphasis on
patterns as repetitions of is 2, the 2nd term is 3, so encouraged to observe
symmetry, and ensure
this unit. the 10th term is 11. other structures within
that nothing with random
the pattern. Children
elements is presented as
Begins to describe the Breaks pattern terms who focus completely on
a pattern]
structure of growing into component parts, numerical aspects should
patterns. and compares how they be encouraged to
Is aware of pattern as change as the pattern incorporate figural and
containing a unit of progresses. vice versa.]
repeat.
Is present at, exposed Demonstrates awareness Talks about patterns in Attends to the Explains the rule used to Represents and records Identifies key patterns,
to and experiences of vocabulary to describe school, home and wider appropriate use of generate a sequence or algebraic patterns, structures and rules in
Communicating appropriate means of attributes – e.g. big, blue, environment involving language when describing pattern and applies it to structures and rules in a rich problems and
communication and round – and sequences – objects and shapes and patterns e.g. before, extend or create variety of ways e.g. each establishes how to
representations where e.g. First, next, last. numbers after, follow, next, start, repeated and simple term has two extra present the problem in
attributes are finish, between, copy, growing patterns. match-sticks; rule: +2; diagrams, with concrete
distinguished and/or Explores why an item Demonstrates same, different, middle, each term has double the materials, verbally, and in
described. should come next in a understanding of again, repeat, repeating Describes and extends position number in abstract language of
pattern/sequence. similarities and unit, unit of repeat, linear shape patterns to match-sticks: Number of mathematics.
differences between sets structure, random. subsequent and match-sticks=term
in terms of attributes e.g. preceding terms. number+term number
size, shape, and colour
using appropriate modes
of communication.

42
 Draft Specification

Is present at, exposed Creates a simple Describes, creates, Finds the missing element Present an argument to Describes and justifies Recognises the
to and experiences repeating pattern copies, and extends in repeating patterns. support the rules within a pattern what is characteristics of an
Reasoning sequencing activities and beginning with two simple and more Identifies and correctly identified in patterns or changing and what is acceptable argument to
pattern work. objects and becoming complex repeating sequences patterns in sequences staying the same. justify patterns, structure
more complex as patterns. daily routines. Proves or justifies the Compares varying and rules.
appropriate. Makes predictions about argument. perspectives on the
what comes before/next Predicts succeeding and structure of patterns. Describes rules for the
Demonstrates the in a sequence of objects, preceding terms in Compares alternative general case underlying
sequence of steps in sounds or movements? repeating patterns perspectives on patterns Compiles a table of functions e.g. function
everyday routines, e.g. beyond the next term. e.g. focus on shape, values for elements of machines. Connect
washing hands, eating quantity of elements, pattern. Uses table to functions with patterning
lunch. relationships between describe and extend structures.
consecutive terms, or patterns.
between terms and their
position number.
Is present at, exposed Follows the correct Copies and extends Duplicates patterns by Applies rules for Takes problems involving Expresses a general term
to and experiences sequence in carrying out increasingly complex attending to model generating patterns to a patterns of appropriate for a growing pattern of
Applying and patterns, structures and activity. patterns using a range of patterns; in immediate variety of contexts or by complexity and breaks appropriate complexity:
rules in everyday concrete materials and removed contexts. creating new models. structure into smaller verbally, in short verbal
Problem-
routines and daily Correctly sequences and/or pictures / units. form as a mathematical
Solving sequences. pictures that depict symbols. Represents daily/fictional Creates complex Extends patterns to next, algorithm but with words
familiar / regular routines. routines in diagrams or repeating and growing near and further terms rather than letter
Applies understanding of with concrete materials – patterns through both subsequent and symbols; in abstract
Copies simple repeating a routine to predict what describe, and predict construction, drawing, preceding. notation.
patterns. will happen next, in story, future events. and with focus on shape
poems and everyday and quantity of elements, Given a suggested nth Expresses a function as a
activities. with and without an term for a pattern, states pattern in shape,
adherence to a context whether the term fits movement, or context,
e.g. Tom gets €2 pocket- within the pattern, and and vice versa.
money every week and corresponds to the
he puts it into his piggy suggested term number.
bank; show how much he
will have saved in total at
the end of each week.

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 Draft Specification

Data and Chance 3 – Data

* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to explore data in a variety of ways for a variety
of purposes
Learning Outcome – Stage 2: Children should be able to use data as evidence to tell stories about questions of interest

a b c d e f g
The child The child The child The child The child The child The child

Elements
Learning Outcome Label Data
Through multi-sensory Reads, understands and Explores and Explores and Represents the same Deduces and infers a
learning experiences, explains the formulates possible recognises the data using multiple range of information,
Understanding begins to develop an information conveyed research topics and relationship between modes of including patterns of
awareness of attributes in various categorical questions for data different modes of representation e.g. data, when presented
and Connecting
and characteristics. and numerical displays. collection relevant to representing data. tables, charts and with increasingly
themselves or their graphs. complex data displays.
surroundings e.g. hair
colour, pets, etc.

Is present at, exposed Uses appropriate Discusses Represents and Reads, interprets and Represents and Uses data as evidence
to and experiences modes of opportunities for displays data gathered talks about data interprets data using to support ideas,
Communicating appropriate modes of communication to collecting data. using objects, pictures displays such as tables; tables; charts e.g. block arguments, decisions
communication where describe and/or label or simple graphs. charts e.g. pictograms; and bar charts, simple and conclusions drawn.
attributes and the attributes of Uses different and graphs e.g. block pie charts; and graphs
characteristics are different objects and organisational modes Explains and makes graphs. e.g. line plots numerical Uses data displays to
conveyed and/or sets. when sorting and simple inferences based data plotted as x. generate new
represented. identifying on data gathered. hypotheses and
Responds to questions negations/complements questions for
and problems of e.g. children investigation.
appropriate complexity themselves, sorting
to demonstrate boxes, Venn/Carroll
understanding of diagrams.
attributes.
Is present at, exposed Compares and Classifies and sorts Explores the potential Differentiates Checks and evaluates Confirms or refutes
to and experiences a classifies objects objects and sets for data displays to information as useful the accuracy and whether the
Reasoning range of appropriate according to at least according to multiple convey large volumes or surplus to address reasonableness of own statements made by
sorting and classifying one attribute. attributes. of information. questions of interest. data collection others about data
activities. Justifies classifications. methods and displays are consistent
Re-sorts data sets Explores and devises Listens to others’ representations in with the display and/or
according to different questions and interpretations of different scenarios. evidence.
attributes and justifies. statements based on statistical investigations
data displays. and compare with own Refines own methods.
interpretations.

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 Draft Specification

Is present at, exposed Sorts, interprets and Collects data by asking Applies an investigation Selects and applies Applies an investigation Collects, interprets,
to and experiences a matches related data simple questions of cycle of problem- appropriate methods cycle of problem- uses and analyses data
Applying and range of appropriate sets e.g. teddy bears each other and posing, planning, data of data collection and posing, planning, data to efficiently solve rich
sorting and classifying clothes, setting a table. gathering responses. gathering, recording in different gathering, problems set in
Problem- activities, in real life representation, analysis problem-solving representation, analysis everyday life.
Solving context. Through play, Uses concrete graphs and conclusion. scenarios. and conclusion.
discussion, questioning to display and contrasts
and story-telling and data sets. Works with Compares two data
everyday scenarios, information collected samples e.g. themselves
explores the attributes about themselves or vs others; others vs
of range of objects peers as a data sample. others.
and/or sets e.g. size,
shape, colour,
characteristics etc.…

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 Draft Specification

Measures 4 - Measuring
* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to develop awareness of measuring (length,
weight, capacity and area) in meaningful contexts
Learning Outcome – Stage 2: Children should be able to estimate, measure and record length, weight (mass), capacity and area using appropriate
instruments and units

a b c d e f g
The child The child The child The child The child The child The child

Elements
Learning Outcome Label Measuring– length, weight, capacity, area
Is present at, exposed Makes direct Compares and orders Selects appropriate Identifies Identifies meaningful Understands and
to and experiences comparisons of e.g. non-standard units for commonalities and benchmarks for explains the
Understanding direct comparisons of objects, containers or -Objects according to measurement tasks. differences between standard units relationship between
everyday objects and surfaces to compare length measurable attributes Length – m, cm the metric units
and Connecting
items from the measurable attributes -Containers and Length – straws, and the needs for Weight – kg, g associated with an
environment. and develop an volumes according to books, hands; standard units of Capacity – l, ml attribute e.g., how
understanding of same. capacity Weight – marbles, measurements. Areas – standard centimetres relate to
-Surfaces and shapes cubes; square units; and metres.
Explores how according to area Capacity – cups, jugs; Identifies the appropriate fractional
measures help us to Area – shapes, books, appropriate quantities of same. Chooses appropriately
make sense of our Understands and postcards. measurement sized standard units to
world through play, identifies the different Use standard units as instruments and units Understands and measure.
role-play, and real-life attributes that can be appropriate for a given situation explains how to read a
situations. measured on a single Use repetitions of the (must be appropriate simple scale and how
object e.g. same sized unit to for attribute and level to use conventional
Length- Long/Short measure. of accuracy needed) measuring instruments.
Weight – heavy/light
Capacity – full/empty Understands that to be
accurate,
measurements must be
fair.

Is present at, exposed Understands and uses Describes and Discusses and Understands that Discusses and records Expresses
to and experiences appropriate, discriminates between compares estimates standard units can estimates and measurements in
Communicating measurable attributes descriptive items using appropriate and measures. simplify communication measurements using appropriate units and
through appropriate comparative and comparative language. about measurement appropriate standard move flexibly between
multi-modal superlative language Records estimates and units and symbols standard units.
communication. associated with a range Records comparisons measures concretely, Collects and records including fractional
of measurable and measurement pictorially and orally. measurement data in quantities as Makes and discusses
attributes. activities using informal systematic ways e.g., appropriate; using estimations before
modes. Understands that lists, tables etc. and appropriate engaging in measuring
Listens to a range of quantifying a compares results. instruments of or indirect measuring
stories involving measurement helps us measurement. tasks.
concepts of describe and compare
measurement. more precisely.

46
 Draft Specification

Is present at, exposed Predicts how Recognises that if Makes numerical Explains and justifies Estimates using Recognises that
to and experiences a measurable attributes different attributes are estimates of measure the necessity of standard units with different units will
Reasoning range of appropriate of objects will compare used to order objects, based on units that can selecting the same unit increasing accuracy. provide different
learning situations to each other e.g., the order may be be seen or handled. when comparing two measurement results
where measurable make conjectures different. Investigates things. Evaluates the for the same object
attributes are about items and then and explains such Explores the reasonableness of and the numerical
explored. check by direct cases. conservations of Refines estimations measurements with result is related to the
comparison. e.g., the tallest glass length, weight, capacity based on known reference to size of the unit e.g., the
may not hold the most. and area through measurements. estimations and door is 2m but 200cm
practical investigations personal benchmarks. because m are longer
Recognises the need e.g. does the volume of Assesses than cm.
for units of water changed when it reasonableness of Explores patterns in
measurement to is transferred to measurements with the relationships Evaluates the
measure length, weight another container; reference to between measurable reasonableness of
and capacity. does the weight of estimations and units. measurements and
playdough change when personal benchmarks. numerical calculations
manipulated? of measurements.

Assesses
reasonableness of
estimations and
measures.
Is present at, exposed Explores various Explores the Estimates and Identifies the Uses standard units Selects and uses
to and experiences a materials and procedural measures the attributes appropriate attribute and instruments to instruments, reading
Applying and range of appropriate equipment used to requirements of of a range of items in to measure for a given solve rich practical and interpreting them
learning activities measure attributes of measurement by purposeful or problem- problem situation. tasks and problems with reasonable
Problem-
involving measurable length, weight, capacity making direct solving contexts using involving measurement. accuracy.
Solving attributes in meaningful and area. comparisons of non-standard Selects and uses
contexts. measurements in units/standard as appropriate Measures with Solves context-rich
Solves simple meaningful contexts appropriate. procedures, measures increasing accuracy practical tasks and
measurement and equipment to e.g., use smaller units problems involving
problems in play, role Compares and orders Devises strategies to measure attributes of or fractional pieces of measurement and
play and real-life objects, containers and measure indirectly length, weight, capacity standard units. devise strategies to
situations e.g., explores surfaces according to where necessary e.g., and area. calculate measures
which object is heavier appropriate find the length of a Estimates and where necessary e.g.,
and which container measurable attributes. curved line measures in standard adding or subtracting
holds more/ less in units with a reasonable measurements.
sand and water play. degree of accuracy.

47
 Draft Specification

Measures 5 – Time
* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to develop awareness and understanding of the
concept of time
Learning Outcome – Stage 2: Children should be able to recognise, read and record elements of time using both analogue and digital representations

a b c d e f g
The child The child The child The child The child The child The child

Elements Learning Outcome Label Time

Is present at, exposed Recognises personally Identifies the present Explores calendar Reads and identifies Identifies patterns, Demonstrates
to and experiences a meaningful times of the time, things that patterns such as days day, date and month commonalities and understanding of
sense of time through day and week e.g. happened in the of the week, months, using the calendar. differences between connections between
experiencing the dinner, music time, (recent and distant) seasons, celebrations, Identifies the seasons 12-hour and 24-hour different modes of
Understanding structure of daily bedtime, yesterday, the past, and events that cultural events from calendar readings. digital devices. representing and
and Connecting routines at home and weekend will happen in the (near important to the displaying time e.g. am
at school. and distant) future. school community, etc. Understands and and pm. Represent
explains the using familiar examples.
Is present at, exposed Explores different Recognises and relationship between
to and experiences the devices available to identifies the time of units of time e.g.
order of a typical day determine time e.g. significant daily events minute/hour, hour/day,
e.g. school routine – analogue /digital clocks, represented on day/week/fortnight,
bus journeys, break watches, or computer analogue and digital month/year.
times, music, home applications. clock e.g. start of
time, etc. school, break time,
home time, after-
school activities

Is present at, exposed Uses and responds to Discusses and identifies Uses the Reads and record time Reads and records Expresses digital time
to and experiences a simple language days of the week, language/vocabulary of in one-hour and half time in one-hour, half- as analogue time and
sense of time through associated with time. months, and seasons time to discuss and hour intervals on hour and quarter-hour vice versa.
exposure to teacher and makes connections sequence events, days analogue and digital intervals on analogue
Communicating directed instruction Conveys understanding with real-life events. of the week, months of clock. and digital clocks. Makes and discusses
and incidental of language associated the year and seasons. estimations before
opportunities for with time e.g. nearly, Becomes familiar with Investigates and engaging in numerical
describing time and now, soon, just past, the movements of Describes time passing discusses calendar calculations involving
events. later, morning, evening, analogue clock hands and durations of time patterns and time.
night, before, after, and uses on-the-hour in informal ways e.g. characteristics of
today, yesterday, times as key points of describes a journey as months and seasons.
tomorrow, day and reference for long or short.
night. describing these
movements. Reads time in one-hour
intervals.

48
 Draft Specification

Records sequencing Recognises that

activities using informal standard approaches to
modes. reading time can
simplify
communication.

Is present at, exposed Recognises predictable Discusses and Identifies things that Discusses and Makes plausible Analyses and evaluates
to and experiences an patterns of time e.g. sequences daily and happened in the recent investigates patterns predictions of time, the ideas of other
appropriate variety of daily routines and weekly events or past and shows an and characteristics of generalisations of children in determining
routines and activities durations of time / stages in a story or understanding that seasons, days of the future times and events time or making
Reasoning on a daily basis. time passing e.g. real-life situations. things and events will week, months of the and justifies these predictions of time.
seasons, festivals. happen in the future year. explanations. Checks
Is present at, exposed Makes predictions e.g. birthdays, and evaluates accuracy Evaluates the
to and experiences the Predicts events in the based on familiar Christmas, summer Determines and makes of these ideas. reasonableness of
celebration of events immediate future based patterns of events in holidays. reasonable estimations predictions and
of significance e.g. on familiar patterns of daily or weekly of time. Matches, sorts and numerical calculations
Christmas, birthdays, events e.g. we will play routines. Identifies meaningful sequences time involving time.
national holidays such after our snack, I read benchmarks for key Makes approximations represented on
as St. Patricks Day before bedtime. Identifies errors in time intervals e.g. lunch of the present time or analogue and digital
etc.… chronological time is half an hour. the time shown on clocks.
sequences of events. analogue clocks using
appropriate language
e.g. about, almost,
nearly, just past

Is present at, exposed Identifies instruments Asks questions that are Recognises special Experiments with and Explores different ways Solves and completes
to and experiences which tell the time and useful to acquire a times on the clock face records time passing of presenting time. rich practical tasks and
visual timetables or recognises changes in clearer understanding e.g. lunch or home using a variety of problems involving
scheduling boards that time throughout of time. time. modes; simple devices Converts minutes as time and dates.
Applying and convey daily routines everyday experience. and/or methods e.g. hours and hours as
Problem- and patterns. Analyses and sorts Sequences time given egg timers minutes. Estimates and
Through everyday events according to on analogue clocks. measures, where
Solving Analyses and creates
events and games, when they occur e.g. Refines hypotheses possible, time taken for
notices changes and night time vs day time Sequences events, days based on evidence simple timetables and familiar activities or
differences in time. activities. of the week, months of generated. calendars. events.
the year and seasons.
Predicts and models
how the face of an
analogue clock will
change over a specified
time.

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 Draft Specification

Measures 6 – Money
* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to develop awareness of money and how
money is used
Learning Outcome – Stage 2: Children should be able to recognise the value of money and use money in a range of meaningful contexts

a b c d e f g
The child The child The child The child The child The child The child

Elements Learning Outcome Label Money

Is present at, exposed to Recognises that money Recognises and Recognises and Recognises and Recognises and Recognises and
and experiences using has a purpose. understands the relative understands the relative understands the relative understands the relative understands the relative
money in meaningful value of coins up to the value of coins, up to the value of coins, up to the value of Euro coins. value Euro coins and
Understanding ways. Begins to develop an value of at least 20c. value of at least 50c. value of at least €1. notes.
and Connecting appreciation and value of Identifies different ways
money relative to Understands and Explores the concept of of combining coins to Identifies different ways
significant objects e.g. demonstrates that lower value for money and make particular sums. of combining notes and
car, house, bar of value coins can be better value. coins to make particular
chocolate. combined to equal the sums.
value of a higher value
coin.

Is present at, exposed to Talks about transactions Uses number words and Uses appropriate Discusses and compares Discusses strategies used Discusses strategies used
and experiences money involving money in comparative language to vocabulary to describe mental strategies used to and evaluates the ideas and evaluates the ideas
transactions. informal ways – e.g. pay, discuss coin values. money transactions and make calculations. of peers. of peers.
Communicating cost, dear, cheap, etc. problem-solving
strategies. Selects from a variety of Selects from a variety of Selects appropriate
Reads the number
Discusses the different modes to support and written modes to forms of recording.
symbols on coins and
ways that money can be record calculations e.g., support and record
records activities Records concretely,
generated. concretely, empty calculations e.g., empty Shares ideas on different
concretely, pictorially, pictorially, and orally or
number lines, number number lines, formal ways to spend and save
and orally with simple number
Discusses the different sentences, invented addition or subtraction money e.g. pocket
sentences as
goods and services we methods etc. algorithms money gift vouchers, etc.
appropriate.
can pay for with money. Uses appropriate
language when buying Records amounts using
and selling items in real- the decimal point and
life and/or role play euro symbol and
situations, including renames such amounts
language of cashless in cent.
transactions e.g. enter
your pin, pay with card,
cashback, contactless,
swipe, etc.
Is present at, exposed to Understands that some Identifies and justifies Judges whether there is Analyses different ways Makes and justifies Makes and justifies
and experiences the items will cost more which coin or collection enough money to buy an of combining coins to conjectures about conjectures about
different forms that than other items; and of coins has the greatest item of a particular value make particular sums combinations of coins. combinations of coins
Reasoning money comes in e.g. value. and make and justify and notes.

50
 Draft Specification

coins, notes, debit cards, that some coins are and/ or whether change conjectures about Selects appropriate
loans, etc.… worth more than others. Explains why having the should be expected combinations. mental strategies for Estimates and
most coins does not e.g., using the least calculation and investigates amounts of
Recognises that money is necessarily mean having amount of coins, if it’s estimation depending on money over €2 using
necessary to pay or the most money. possible to make using context e.g., identifies specific numbers of coins
exchange for goods and an even number of coins, whether it is more and notes or the least
services, Recognises, sorts and etc. efficient to count on or number of coins and
matches coins. count back to find notes.
Estimates amounts of change etc.
money and calculations Uses estimates to assess
involving money. Compares and analyses reasonableness of
strategies used for calculations.
calculation and selects
efficient strategies for a
given context.
Is present at, exposed to Explores money Selects and exchanges Selects and uses suitable Selects and uses a range Calculates simple bills Solves increasingly
and experiences the transactions in role-play appropriate coins in real mental strategies to of mental strategies to and the number of items complex context-rich
transaction of money for and/or everyday life or role play contexts. tender appropriate coins identify the coins that that can be bought with and/or open-ended
Applying and goods or services in situations. and calculates change in are needed and/or a given sum. problems involving
Problem- meaningful contexts. problem contexts. calculates amounts of money which require
Solving money and change in spending specific
Exchanges money for
Is present at, exposed to Investigates different problem-solving amounts and giving
goods / items in real-life
and experiences the uses ways to find and express contexts. change.
or role play contexts.
of money for social the value of a group of
purposes. coins; investigates
different ways of making
particular sums up to at
least 50c.

51
 Draft Specification

Number 7 - Uses of number7

* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to develop an awareness that numbers can be
used to: tell how many, describe (label) and order

a b c d
The child The child The child The child

Elements Learning Outcome Label Uses of number

Use senses to Recognises numerals in Recognises that objects Recognises numerals to
playfully explore the immediate and symbols can at least 20.
Understanding numerals in 3-D environment. represent number e.g.
form. (Foam dots on a dice Reads, writes and orders
and Connecting numerals, playdoh, Develops an awareness numerals up to at least
forming numbers in of number and number Orders numerals. up to 20.
sand, jigsaws) word sequencing through at least 10
song, stories, rhymes and Recalls the number
Is present at, games. Notices and recognises sequence forwards and
exposed to and the use of numerals as backwards, from zero to
experiences Uses senses to playfully labels in the context of at least 20, from any
numerals in the explore numerals in 2-D home, the classroom and given number.
environment. form. school environment.
Discusses and explores
Develops an Makes connections the use of number for a
awareness of between numerals of variety of purposes e.g.
numerals of Attends to numerals of significance in their lives to quantify cardinality, to
significance or significance or and the role of these order/rank ordinality and
importance to the importance to the child numbers e.g. age, bus to name or label
child e.g. age, e.g. age, address. route. nominality.
address.
Recognises the use of
ordinal numbers first,
second, third, last in
everyday life contexts;
Is present at, Participates in sensory Represents numbers Creates a book or
exposed to and activities that include using informal symbols display of 6, 7, 8, 9, 10 to
Communicating experiences sensory number e.g. tapping feet, e.g. fingers, tallies of convey the different uses
activities that include clapping hands, banging marks and pictures and and application of
number drums. gradually introduces numerals - to represent
numerals as symbols. ‘how many’, order/rank,
label.
Explains ordinality using
the language of after,
before and in-between.

7
This Progression Continuum refers only to a Learning Outcome for Stage 1 and hence, has only four Milestones.

52
 Draft Specification

Creates a book or
display of 0, 1 2, 3, 4, 5,
to convey the different
uses and application of
numerals - to represent
‘how many’, order/rank,
label.
Begins to experience Distinguishes numerals Talks about the personal Distinguishes between
a numeral rich, high from letters and other significance of numerals cardinal quantity, ordinal
Reasoning quality, appropriate, symbols. e.g. birthdays, addresses order/rank in a list and
learning and phone numbers. nominal name/label not
environment, denoting value or
Understands that position numbers using
quantity, order and labels everyday examples.
can be represented by a
number.
Is present at, Explores the use of Matches numerals to sets Uses the calendar to
exposed to and number in their and to other numerals in apply ordinality of
Applying and experiences a range environment. a variety of contexts. numbers to dates of
of activities and upcoming events.
Problem-Solving
games that involve Plays games to raise
number. awareness of number in
their environment.
Is present at,
exposed to and Sorts sets of symbols
experiences everyday into numerals and letters.
routines and
activities that involve
number.

53
 Draft Specification

Number 8 - Place value

* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to develop a sense of ten as the foundation for
place value and counting
Learning Outcome – Stage 2: Children should be able to understand that digits can have different values; the value of a digit in a written numeral depends
on its place or position in that numeral

a b c d e f g
The child The child The child The child The child The child The child

Elements Learning Outcome Label Place value

Is present at, exposed Shows an understanding Explores the relationship Understands that 2-digit Explores and identifies Explores and identifies Explores and identifies
to and experiences of differences in value between numbers 1-9 as numbers represent place value in whole place value in whole place value in whole
Understanding grouping activities i.e. such as ‘one’, ‘a lot’, units in themselves and amounts of tens and numbers 0-99 numbers 0-199. numbers 0-999.
classifying, matching ‘some’, ‘more’. also their association ones.
and Connecting
sorting, ordering with 10. Compares two 2-digit Compares two 3-digit Compares numbers up
Explores the structure of numbers and represent numbers up to at least to at least 999, and
Understands that the numbers 11-20 in terms relationship between 199, and represents represents relationship
quantity of a set is of tens and units. numbers using <, >, and relationship between between numbers using
represented by a last = numbers using <, >, and <, >, and
number count. Appreciates that the = =
position of a digit
Uses concrete materials indicates its value – that
to demonstrate digits to the left have the
equivalence between the greatest value, digits to
numeral and quantity of the right have the least.
10.

Is present at, exposed Engages in number Develops the language of Explores appropriate Uses appropriate Uses appropriate Uses appropriate
to and experiences rhymes, finger rhymes, grouping and mathematical materials to compose materials to compose materials to compose
Communicating the terminology of stories and games. exchanging/swapping. representations to and decompose 2-digit and decompose 3-digit and decompose
‘one’, ‘a lot’, ‘some’, communicate ideas of numbers into tens and numbers up to at least numbers, up to at least
‘more’. Engages in grouping Talks about numbers of tens and ones. units. 199, into a hundred, tens 999, into hundreds, tens
activities i.e. classifying, personal significance such Records using materials and units. and units.
Is present at, exposed matching, sorting, as age and compares or pictorially. Uses appropriate
to and experiences a ordering through with other familiar language to describe a Uses appropriate Uses correct language to
variety of number appropriate modes of people. range of ways to language to describe a describe 3-digit numbers
rhymes, finger communication. describe 2-digit numbers range of ways to in a range of ways, e.g.,
rhymes, stories and Discusses the grouping e.g., 23 = 23 ones; 2 tens communicate about 3- 423 = 423 ones; 4
games. and swapping of and 3 ones or 1 ten and digit numbers up to at hundreds, 2 tens and 3
materials. 13 ones. least 199 e.g., 123 = 123 ones.
ones; 1 hundred 2 tens
and 3 ones.

Explores various ways Shows awareness of the Explores various Composes and Rounds numbers to the Rounds numbers to the Rounds numbers to the
to group and concept of grouping and arrangements of decomposes numbers 11 nearest ten and uses this nearest ten or hundred. nearest ten or hundred.
Reasoning exchange materials. swapping/exchanging manipulatives on a five -20 into tens and ones skill routinely to estimate

54
 Draft Specification

using random materials frame to prompt using appropriate and check the Orders 3-digit numbers Uses this skill routinely
e.g. token economy different mental images materials. reasonableness of a up to 199 in terms of to estimate and check
activities or reward of numbers and different solution. their value from least to the reasonableness of a
system mental strategies for Explores various most, most to least. solution.
manipulating these arrangements of Orders 2-digit numbers
numbers counters on a ten frame to 99 in terms of their Orders 3-digit numbers
to prompt different value from least to most, up to 999 in terms of
Orders and compares mental images of most to least their value from least to
numbers with each numbers and different most, most to least.
other. mental strategies for
manipulating these
numbers.
Participates in Sorts, groups and Participates in grouping Participates in grouping Explores a range of ways Determines and employs
appropriately rich and arranges materials and swapping activities and swapping activities to describe 2-digit robust means of solving
Applying and challenging tasks and according to specified or involving quantities up to involving tens and ones; numbers e.g., 23 = 23 Compares the cost value problems involving place
activities to the level non-specified criteria. 5 and beyond using using concrete and base ones; 2 tens and 3 ones; price of a range of value.
Problem-Solving
of the child’s ability. lollipop sticks, counters. ten materials. or 1 ten and 13 ones. objects using everyday
contexts and examples Applies learning to other
Solves problems through Solves problems through e.g. shop areas of the curriculum
play involving grouping play involving grouping Compares the cost price e.g. measures, money.
and swapping around 5. and swapping around 10. of a range of objects
using everyday contexts
and examples e.g. shop

55
 Draft Specification

Number 9 - Numeration and counting

* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.
Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to develop an awareness that the purpose of
counting is to quantify
Learning Outcome – Stage 2: Children should be able to demonstrate fluency in using and applying different counting strategies

a b c d e f g
The child The child The child The child The child The child The child

Elements Learning Outcome Label Numeration and counting

Is present at, exposed to Understands that Develops an Develops an Skip counts numbers Counts combinations of Explores and counts
Understanding and experiences numbers are used for understanding of the understanding of the within 50/100 using wholes and parts e.g. 3 numbers to 1000 and
and Connecting counting in play and in a counting and that the last conservation of number conservation of number twos, fives, and tens wholes and 4 halves beyond, recognising
variety of learning number in the count (1-10) and understands (11-20) and understands from a given number make 5. patterns of ones, tens
contexts using objects, indicates the quantity or that the appearance of that the appearance of using verbal, concrete and hundreds.
sounds, movements, order of objects in a set. the group has no effect the group has no effect and pictorial supports. Demonstrates ability to
items that can be moved on the overall total. on the overall total. count forward and Represents
and not moved. Recognises numerals, Counts by ones to 100 backwards in 100s understanding of
initially within 10. Recites backwards from Talks about and links and beyond, counting to/from at least 1100. numbers up to 1000 at
at least 10. relationship between the fluently across decades least using different
Recites forward to at numbers 11-20 and prior e.g. 39 to 40 Uses a variety of models.
least 10. Identifies the empty set knowledge of 1-10. strategies to add and
and the numeral zero. Counts forwards and subtract tens and Uses splitting, jumping
Engages in counting of Counts forwards and backwards in tens from hundreds to any whole and other strategies to
concrete objects in their Demonstrates a growing backwards from 20 any given number to at number up to at least undertake calculations
environment. understanding of the five starting at any given least 100 using verbal, 1100. involving large numbers.
principles of counting number using verbal, concrete and pictorial
1:1, stable order, concrete and pictorial supports.
cardinal, order supports.
relevance, abstraction Explores a range of
approaches to support
Connects numerals to calculation strategies e.g.,
counted objects. doubles, near doubles.

Explores relationship
between oral counting of
concrete materials or
pictorial representations
and numerals.
Is present at, exposed to Counts objects or people Talks about, draws and Talks about, draws and Talks about and records Represents Explains and justifies
and experiences number by touching, gesture or writes representations writes representations of solutions and strategies understanding of strategies used.
Communicating rhymes, songs, jingles verbalisation from 1. of numbers 1-10, using numbers up to at least using non-standard numbers up to at least
and stories. concrete materials or 20. written approaches. 100 using different Verifies and justifies
Begins to use a variety of relate to real life. models e.g. physical solutions.
modes to communicate Counts mentally 2, 3, 4, Explains and justifies models, diagrams and
ideas about number and Keeps track of counting and 5 more than/less choices of strategies number expressions. Records solutions and
quantity. acts by using numerical than a given number. used and compares with Explains strategies used. strategic approaches.
patterns such as tapping the choices of others. Listens to other
or fingers and records solutions and strategies.

56
 Draft Specification

Begins to recognise and pictorially, using Justifies solutions and

use numerals in concrete materials or in strategies used. Justifies solutions.
personally meaningful written form.
contexts e.g. making a Records solutions and Records solutions
birthday card for a friend. Makes numerals in sand, strategies using strategies using non-
using playdoh. materials, pictorial formal or conventional
Participates in counting Counts forwards and representations or approaches.
acts using personal backwards from different symbols.
modes e.g. body starting points, using Describes mental
movements. numbers appropriate to strategies used or ‘how’
the children. came to ....
Reasoning Is present at, exposed to Understands that zero, as Orders sets without Estimates and counts the Uses knowledge of Uses mental strategies Uses knowledge of
and experiences the a numeral, represents counting, tests and number of objects in a doubling to develop to add/subtract and mental strategies to
concept of zero, none, nothing/none in terms of proves hypothesis by set 1-20. Uses this further calculation estimate quantities solve various
empty, all gone. quantity. counting. information to estimate strategies e.g. near within at least 100. calculations.
the number of objects in doubling, bridging
Is exposed to, through Subitises, and counts the Subitises, and counts the a larger group. through 5 and 10, Uses knowledge of Uses known facts and
the immediate number of objects in sets number of objects in a compensation, add 1 to mental strategies to strategies to solve
environment, a variety of up to at least 3. set 1-10. Checks and justifies develop increasingly solve various problems.
opportunities to quantify estimates by counting. complex strategies. calculations.
and subitise. Orders and distinguishes Recognises that each
between sets without subsequent number in a Subitises ‘how many’ in Checks the Uses known facts and
counting (subitising) sequence is one more regular and irregular dot reasonableness of strategies to solve
than the one that patterns, arrays, five calculations by problems.
precedes it and one frames and ten frames comparing the final
smaller than the one that and dice without having solution with the
comes after it. to count. estimate.

Develops a growing Determines the number Explores, talks about and

ability to talk about immediately before or investigates mathematical
counting processes. after another number patterns and
without having to start relationships involving
at one. 2s, 5s, and 10.
Is present at, exposed to Investigates the role of Estimates and counts the Selects and uses Selects and uses a range Selects and uses a range Selects and uses a range
Applying and and experiences quantifying in real life number of objects in a appropriate materials to of mental strategies to of mental strategies to of mental strategies to
Problem- counting in functional or situations. set, up to 10 make a variety of sets for solve problems. solve problems. solve problems.
play situations. a given number up to 20
Solving
Explores how counting Begins to use simple and beyond. Uses skip counting to Explores a variety of Analyses and evaluates
Explores a range of can be used to solve number lines for extend number patterns. ways of counting and solutions to problems
manipulatives in play and problems related to counting all, counting on Draws from a range of estimation strategies to involving estimation
how counting is applied everyday life. and counting back, as counting strategies to support calculation. and/or calculation.
in their personal lives. appropriate. determine quantities.
Undertakes tasks Uses number lines,
Is exposed to involving counting in Asks questions around significant benchmarks
appropriately rich other areas of learning. estimation activities. e.g. 5, 10, 100, patterns
learning activities and later mental
involving subitising and Selects and uses strategies to add and
quantifying. appropriate materials to subtract.
make a variety of sets
for a given number up to
10 and beyond.

57
 Draft Specification

Number 10 – Operations
* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to combine and partition quantities
Learning Outcome – Stage 2: Children should be able to use addition and subtraction to solve real world situations and problems, making use of a range
of strategies

a b c d e f g
The child The child The child The child The child The child The child

Elements Learning Outcome Label Operations

Is present at, exposed Sorts a variety of random Sorts a variety of Combines sets of objects Combines sets of objects Explores repeated Adds and subtracts
to and experiences materials into a set materials into a set up to at least 10 including up to 20. addition and group or within 999.
Understanding situations where according to a single according to various empty set/zero. skip counting.
quantities are criterion/property. criteria/properties. Partitions sets of objects Recognises, explains and
and Connecting
combined or Partitions sets of objects (0-20) using concrete Recognises, explains and uses the connections
increased and Subitises the number of Matches numerals to sets (2 to at least 10) using materials. uses the connections between addition and
partitioned or objects in a set. up to at least 5. concrete materials. Demonstrates knowledge between addition and subtraction to complete
decreased. of addition and subtraction to complete mental and written
Identifies the empty set – Combines sets of objects Makes sets from 6 to at subtraction facts to 20 at mental and written calculations.
Is present at, exposed recognises zero. up to at least 5. least 10 and describes least. calculations.
to and experiences a the sets, identifying which Partitions whole numbers Checks answers routinely
range of appropriate Matches pairs of identical Partitions sets of 2 or part has more, less or with at least two digits Checks answers routinely using inverse operations.
matching, classifying, objects in one-to-one more. the same. into component parts to using inverse operations
and one-to-one correspondence. aid mental calculation e.g. e.g. 6x4=24, 24÷4=6
corresponding Compares equivalent and Counts on and back in 19 = 10 + 9.
activities. Matches equivalent and non-equivalent sets from ones to complete Subtracts number within
non-equivalent sets using 1 up to at least 5 by addition and subtraction. Compares equivalent and 199 and beyond with
one-to-one matching without using non-equivalent sets 0-20. renaming.
correspondence. symbols more/less than. Links number families
when explaining mental Adds within 100 including Explores addition and
Orders sets of objects by strategies for addition adding a 2-digit number subtraction within 199
number up to at least 5. and subtraction e.g. and a 1-digit number; a 2 and beyond.
2+4=6; 4+2=6; 6-2=4; 6- digit and a 2-digit; a 2
Accurately counts two 4=2 digit and a multiple of 10. Establishes and identifies
sets and determine which half and quarters of sets
set has more. Compares equivalent and Subtracts number within up to 20.
non-equivalent sets (1 to 99 without renaming.
at least 10) by matching Understands and uses the
without using symbols Understands and uses the associative property to
more/less than. zero property to support support addition.
calculations.
Orders sets of objects by
number (1 to at least 10). Adds and subtracts using
partitioning
Matches numerals to sets
up to 10 and beyond.

58
 Draft Specification

Is present at, exposed Talks about the process Talks about the process Determines ‘how many Selects and shares mental Describes and records Recalls addition and
to and experiences of sorting and justifies the of sorting and the more’ or ‘how many less’ strategies for addition mental strategies for subtraction facts to 20 at
Communicating stories, songs, rhymes use of attributes/property used by addition or and subtraction facts addition within 99 least.
and activities that attributes/property used in forming sets. subtraction in comparing within 20
encourage in forming sets. sets Uses symbols +, -, =, <
comparisons of sets, Records a number Uses symbols +, -, = to and > to convey addition
such as The Very Represents a verbal sentence pictorially or in convey addition and and subtraction facts
Hungry Caterpillar. number sentence using jumps forward / subtraction facts
concrete objects. backwards on number
Is present where line. Records equivalent and
terminology of early non-equivalent sets 0-20
operations is Uses appropriate Uses comparative using <, > and =
modelled and gestures and words to language, e.g. more, less,
scaffolded. convey and make same, to compare sets up
comparisons. to 10 and beyond by
counting using objects of
different sizes.
Is present at, exposed Classifies objects into Develops understanding Partitions numbers 1-10 Uses knowledge of Uses rounding and other Analyses and evaluates
to and experiences a sets. of addition as combining, numbers into two or addition and subtraction estimation strategies, other strategies and
Reasoning variety of rich learning subtraction as deducting more parts and facts to at least 20. clustering, front-end, proofs.
opportunities where Combines sets of objects difference, and recognises that this does routinely to estimate and
the concept of ‘more’ together when requested complementing. not affect the total e.g. Appreciates and argues checks the Explores alternative
or ‘less’ is explored, 2+4=6 and 1+2+2+1=6. the commutative reasonableness of a solution strategies to
in the real-life context Partitions sets of objects property in relation to solution. addition and subtraction
and/or play; e.g. when requested to e.g. 5 Accurately counts two Demonstrates addition facts e.g. tasks.
Comparing sets of ducks in a picture, 3 collections and identifies understanding of all 3+4=4+3 and justifies Analyses different
objects same objects ducks in the water and 2 which collection has possible partitions of with proofs. estimation strategies in Recognises when
and different objects. ducks on the grass. more. numbers to at least 10. solution contexts. estimation alone may not
3+2=5 Applies the zero fully suffice and where
Use knowledge of property to support Applies the associative other approaches to
Identifies, recognises and addition to develop calculations and justifies and zero properties to calculations may be more
estimates ‘more’ or ‘less’ understanding of with proofs. support calculations and appropriate.
in the real-life context subtraction e.g., 2 + 4 = 6 justifies with proofs.
and/or play; comparing so 6- 4 ... Estimates differences
sets of objects same within 99.
objects and different
objects.
Is present at, exposed Plays games and Combines sets of objects Uses a range of strategies Constructs number Constructs number Solves word problems
to and experiences participates in singing using appropriate to add and subtract sentences and number sentences and number and real-life problems
Applying and number stories, games and rhymes where strategies to find out mentally to at least 10. stories; solves problems stories; solves problems involving addition and
songs, rhymes and objects are added or how many involving addition within involving addition within subtraction.
Problem-Solving
activities where taken away Uses symbols +, - and = 20/99? 199
objects are added or appropriately to Applies a range of
taken away, e.g. construct number strategies to solve
during daily routines. sentences involving addition and subtraction
addition and subtraction. problems with at least 3-
digit whole numbers and
justifies choice of
strategy.

59
 Draft Specification

Number 11 - Fractions
* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to understand whole number(s) in the context
of part-whole relationships
Learning Outcome – Stage 2: Children should be able to explore, (model, express and represent) mathematical relationships between part-whole
quantities

a b c d e f g
The child The child The child The child The child The child The child

Elements Learning Outcome Label Fractions

Is present at, exposed to Matches and sorts Uses materials to Explores the Explores the concept of Connects eighths, fifths, Explores, compares and
Understanding and experiences objects with explore how a whole composition of a whole equivalence of fractions, and tenths to prior orders fractions and
and Connecting corresponding activities corresponding parts in object or set can be built by decomposing single knowledge of fractions. identifies equivalent
and the comparison of everyday and interactive up from or broken down and discrete sets of Partitions objects and forms of fractions with
objects and sets of activities e.g. fork and into subsets, often in objects into equal parts. expresses as unit Compares fractions in denominators 2-12.
objects. knife different ways. fractions. terms of size and place
Establishes and identifies fractions in order on a Establishes and identifies
Recognises and identifies Partitions objects and half of sets to 10 and Establishes and identifies number line. unit fraction of various
relationships between shapes into two equal beyond. quarters of sets. amounts.
matched pairs. shares and describes the Establishes and identifies
whole and parts by the eighths, fifths and tenths
number of shares/parts. of sets to 20 and beyond.

Compares sets of Represents fractions

objects. using manipulatives to
demonstrate
relationships and
equivalence.
Is present at, exposed to Uses appropriate Discusses combining and Uses appropriate Explains understanding of Discusses and explains Establishes equivalence
and experiences gestures or language to partitioning of sets and vocabulary to describe unit fractions using relationship between between fractions of
Communicatin appropriate modes of communicate about wholes using appropriate equal parts of a whole - concrete materials, halves, quarters and denominators 2-12 using
communication, matching, sorting and language to describe and e.g. half, quarter. pictorial representations other unit fractions. concrete materials and
g
describing the classifying experiences. justify solution. and appropriate number lines.
combination and Records relationships mathematical vocabulary. Uses correct notation
partitioning of objects Listens to and uses Records number between parts using for simple fractions, up
and sets in a variety of appropriate language to sentences to represent concrete materials, to at least tenths, e.g. ½,
appropriately rich describe combining and the relationship between pictorially or using ¾, 5/8
contexts. partitioning in a variety the set and the subset. symbols.
of appropriately rich
contexts. Combines and partitions
objects and sets and
describes in terms of
bigger, more, smaller,
less than, the same as…

60
 Draft Specification

Is present at, exposed to Classifies objects and/or Identifies patterns Partitions objects and Demonstrates Investigates relationships Explores patterns in
and experiences activities pictures according to emerging from shapes into two and four understanding that the between halves, quarters respect of equivalent
Reasoning involving partitioning and categories of objects, e.g. partitioning a set into equal shares and greater the number of and other unit fractions fractions.
combining sets of transport. subsets or from describes the whole and portions of a whole, the using for example paper
objects. combining two subsets. parts by the number of smaller the size of each folding, concrete Explains the role of the
Sorts materials in an shares. equal share. materials and/or pictorial numerator and
undirected manner i.e. Explores the differences representations. denominator.
according to self-selected between partitioning a Determines that equal Recognises that equal
criteria. whole and a set of shares of identical shares of identical
discrete items. wholes need not have numbers have the same
the same shape. value; and that
comparisons are only
valid when referring to
the same unit/whole
Is present at, exposed to Explores open-ended Explores a range of ways Splits a whole into Explores and solves a Explores different Manipulates equivalent
and experiences a range investigations in relation in which sets can be smaller parts and explain range of everyday models to demonstrate forms of fractions for
Applying and of matching, sorting and to matching, sorting and divided into subsets. that ‘equal parts’ are the problems involving understanding of simple specific purposes.
classifying tasks. classifying objects. same size. partitioning. equivalent fractions e.g.
Problem-
Explores the ½ = 2/4 = 3/6 using
Solving Applies idea of fair composition of sets 2-5 Divides or shares out Develops awareness of concrete materials, paper
sharing among peers by by combining and groups of objects equally everyday applications of folding and pictorial
partitioning whole sets of partitioning. into smaller groups fractions e.g., recipes, representations and
objects or spaces such as sport. other models
food, toys e.g. Lego and Investigates halves and
use of skipping rope. quarters of different
shapes.

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Shape and Space 12 - Spatial Awareness and Location

* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to develop a sense of spatial awareness and
reasoning
Learning Outcome – Stage 2: Children should be able to develop spatial reasoning and visualise and model location using symbolic co-ordinates

a b c d e f g
The child The child The child The child The child The child The child

Elements Learning Outcome Label Spatial awareness and location

Is present at, exposed to Describes the position Describes the location Recognises and Gives and follows Devises and describes Describes location or
Understanding and experiences arrange or location of objects. and relative proximity of describes the position of directions involving half routes on maps, plans gives directions with
and Connecting of appropriate learning objects using objects on simple maps and quarter turns in the and grids. attention to both
activities involving Explores and discusses appropriate language and plans. context of personal distance and direction
location/position in the environment of the e.g., far away, further movement, simple plans Describes and models using appropriate
familiar environments. classroom, school and away, closest to. Explores different or grids. rotational mathematical language
other familiar settings. modes of representing movements/angles in a and concepts e.g.,
Begins to develop an spatial concepts and Identifies the position variety of ways and incorporation of
awareness of the relationships. and orientation of identifies benchmark compass directions,
position of their body in objects with increasing angles e.g. quarter and distances in metres,
space, through multi- accuracy e.g., facing the half turns, using arms, turns in terms of angles
sensory approaches. door, to the left of, using legs or straws to model etc.
compass directions. angles.
Begins to explore the
movements of different Investigates the effect of
parts of the body and/or making a half turn
the ways in which the clockwise or half turn
body can move, or be anticlockwise.
moved, in space, relative
to their level of mobility.
Is present at, exposed to Gives and follows simple Communicates position Creates and discusses Describes and records Interprets maps/plans of Discusses mathematical
and experiences instructions related to or location through a representations of the steps in a series of familiar locations. features of conventional
Communicating situations where movement and range of modes such as familiar or imagined directions using maps and digital maps or
movement and positioning. physical, written, verbal, spaces e.g., bedroom, appropriate vocabulary Analyses and evaluates route-planning tools e.g.,
positionality are used visual, augmentative e.g., school yard or story and representations. representations for scale, how relative
and highlighted through makes simple models or setting in a variety of accuracy. distance between
Uses and responds to
varied multi-modal drawings to show the modes. Asks questions to clarify locations is preserved;
language that describes
approaches. position of objects - directions. Discusses and compares route planner on Google
simple movements.
teddy between the car Recognises and uses alternate routes on Maps.
and the book. directions ‘right’ and Represents spatial maps and plans.
Moves objects around ‘left’ in real situations concepts and
and describes in terms and communicates relationships from
of spatial relationships. positions and directions different vantage points
with increasing and perspectives.
precision.

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Is present at, exposed to Determines the location Justifies statements Evaluates and refines Visualises the result of Recognises the Uses maps or plans to
and experiences of an object by listening about position and self-created maps or following a sequence of relationship between visualise routes.
Reasoning activities where objects to descriptions of location of objects with plans. directions on a different modes of
and/or people are placed position or location. reference to simple map/plan. representing position Makes and justifies
in familiar positions or representations where Explores spatial and location e.g., birds- conjectures about
moved to random Evaluates statements appropriate. relationships in number Deduces and identifies eye view vs. street view, position and location
positions e.g. where is about position or lines to conjecture and where, in a series of 3-D model of bedroom and evaluates the
teddy gone? location in the predict approximate steps, the wrong vs. 2-D plan etc. statements of others.
environment e.g. location of numbers. direction may have been
determine if it is correct taken. Evaluates directions or
to say, ‘the teddy is instructions for
under the chair’. movement and refines
for clarity.
Is present at, exposed to Solves problems Describes simple paths Solves problems Creates a set of Devises and analyses Uses maps or plans to
and experiences a range involving through familiar involving simple maps, instructions to direct routes on maps, plans or solve rich problems with
Applying and of contexts where location/position in environments and traces plans or grids e.g., movement for a given grids that satisfy certain connections to real-life.
movement and familiar and new paths on simple maps, barrier games; including purpose e.g., directs constraints e.g., the
Problem-Solving
positionality are environments e.g., plans or grids. maps and images from partner to walk around shortest route, a route Uses formal spatial and
explored, e.g. a range of where is the best place various angles and/or a square, programme that does not involve measurement
physical activities, to plant a tree/store Builds and creates perspectives/vantage simple ‘robots’. backtracking, devises a conventions to create a
transitions and spatial new toys etc. structures using a range points. route for robot who can set of instructions to
games such as blocks of strategies and only turn clockwise etc. direct movement e.g.,
and jigsaws. materials e.g. blocks. Scratch programming.

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Shape and Space 13 – Shape

* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to visualise and model 2D and 3D shapes and
describe their properties
Learning Outcome – Stage 2: Children should be able to visualise and model 2D and 3D shapes and analyse their properties

a b c d e f g
The child The child The child The child The child The child The child

Elements Learning Outcome Label Shape

Is present at, exposed Identifies and Uses mathematical Identifies and Identifies and Identifies and Uses standard
to and experiences recognises shapes in the terminology to name describes simple describes properties describes more mathematical
Understanding shapes in the environment. 2-D and 3-D shapes. properties of some of shapes using complex shape terminology to
environment. shapes appropriate properties e.g., describe and analyse
and Connecting
Recognises a range of e.g., no. of faces on a mathematical symmetry, parallel or 2-D and
geometric shapes in 3- D shape or no. of vocabulary e.g., uses perpendicular lines, 3-D shapes.
different orientations sides and corners on a the terms faces, angles & use
and sizes. 2-D shape vertices and edges to properties to sort
describe 3-D shapes. shapes.
Identifies 2-D shapes
as the faces of 3-d Recognises an angle as
solids. the corner of a 2-D
shape
Is present at, exposed Understands and uses Represents shapes in Compares and Discusses and records Uses a variety of tools, Designs and makes
to and experiences language to describe various ways e.g., discusses in various ways the including tables and accurate models of 2-
Communicating appropriate language shape and shape make simple models representations of results of shape diagrams to analyse D and 3-D shapes
to describe the functions e.g., curved, or drawings with shapes e.g., self-made sorting activities e.g., and sort shapes e.g., using a variety of
properties and straight, roll, stack reasonable accuracy. and formal pictorial, use concrete simple two-way tables, materials.
appearance of shapes representations; 2-d objects in sorting Venn and Carroll
and objects. Discusses similarities representations of 3-D hoops, etc. diagrams. Extends, refines and
and differences shapes; orientations records sorting and
between shapes. and sizes more Discusses the criteria categorisation of
generally. used for sorting. shapes e.g., 4- way
Makes and discusses
Carroll diagrams etc.
simple representations
Asks questions about
of 2-D and 3-D shapes
the properties of
using appropriate
shapes to determine
materials.
the identity of same.
Is present at, exposed Discriminates between Explains how shapes Discriminates between Justifies why shapes Visualises and Makes conjectures and
to and experiences shapes. Identifies and have been sorted. examples and non- belong or do not describes how 3-D evaluate claims about
Reasoning through meaningful explains when one Justifies why shapes examples of a shape belong to certain solids will look when shape properties and
contexts, appropriate shape is similar or belong or do not with reference to categories. deconstructed into categories of shape
activities where different to another. belong to certain sets. properties. nets. see examples below
objects and shapes are
compared and Identifies when an Selects appropriate Devise nets for simple
Justifies conjectures
examined. object or set of objects criteria for shape 3-D shapes.
about whether a shape
is different or does not sorting

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belong to a familiar belongs to a given

category category.
(negation/complement).
Is present at, exposed Selects appropriate Sorts, compares and Classifies shapes into Creates, compares Solves rich problems Analyses the
to and experiences a shapes for a purpose classifies 2D and 3D categories based on and contrasts shapes with connections to relationships between
Applying and range of appropriate e.g., a circle to objects into logical mathematical with a specified real-life e.g., design shape properties and
learning activities represent a wheel categories according properties. property e.g., creates packaging to satisfy categories of shapes
Problem-
involving shapes. to their attributes e.g., a collection of certain constraints e.g., explore if all
Solving colour, size and Selects appropriate different 4-sided isosceles triangles are
geometric properties materials to represent shapes on a geoboard symmetrical or all
e.g., no. of sides, 2D shapes e.g., lollipop and discuss regular shapes
or 3-D etc. sticks for straight tessellate; discuss the
edges and string for Formulates property relationship between
Builds and creates curved edges. lists to describe rectangles and
structures using solid individual shapes or parallelograms.
shapes – describe. collections of shapes.

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Shape and Space 14 – Transformation

* Children should be given opportunities to demonstrate how the knowledge and skills gained in this strand can be used to link, reinforce and progress learning across the other four interconnected strands.

Learning Outcome – Stage 1: Through appropriately playful learning experiences, children should be able to explore and describe the effects of shape
movements
Learning Outcome – Stage 2: Children should be able to visualise and show the effects of transformations on shapes

a b c d e f g
The child The child The child The child The child The child The child

Elements Learning Outcome Label Transformation

Is present at, exposed Recognises that a Identifies shapes in a Recognises and Recognises and Recognises and creates Understands and
Understanding to and experiences shape may appear variety of different identifies the describes simple simple tessellations. describe features of
and Connecting play situations involving different when moved orientations. component parts of transformations e.g., reflective and
shapes and in some way. composite shapes e.g. identifies when the rotational symmetry
construction. shapes that combine to same shape is
make a house. repeated, rotated or
Identifies shapes and
reflected e.g. on wall
combinations of shapes
paper.
which tessellate.
Is present at, exposed Discusses movement Uses appropriate Models and describes Identifies lines of Creates Understands and uses
to and experiences and manipulation of language to describe composite shapes using symmetry and records representations which formal mathematical
Communicating appropriate modes of shapes using informal movement and appropriate language. lines of symmetry in a illustrate language and concepts
communication to language. comparison of shapes range of modes. transformations e.g., to describe
describe the e.g., turn, flip, slide, Gives and follows arrows to show transformations
movement and match, and fit. instructions relating to Understands and uses direction of a shape’s e.g., specifies accurately
manipulation of shapes. the movement of formal mathematical rotation or translation, the angle of rotation,
shapes. language to describe pictures with line of the distance to the line
some transformations symmetry highlighted of symmetry etc.
e.g., reflection, rotation
Understands and Records
follows instructions to transformations and
transform shapes. directions for
transformations in a
variety of modes e.g.
using Scratch
Experiences shapes Visualises how a shape Makes and justifies Makes and tests Visualises then tests Visualises the effect of Makes, justifies and
moving. will look when moved. predictions about predictions about the effect of simple transformations e.g. evaluates conjectures
Reasoning shape movements and composite shapes and transformations. Predicts how an object about transformations
shape matching e.g., will the movement of will look when rotated and tessellations.
it fit if I turn it this way? individual shapes Predicts and justifies through a quarter turn.
Will it match if I turn it whether a shape has
over? reflective symmetry Selects shapes to
create tessellating
patterns and justifies
choice.

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Is present at, exposed Solves and discusses Selects and manipulates Engages in spatial Undertakes and Designs and creates Solves rich problems
to and experiences simple spatial puzzles shapes to copy a puzzles or construction describes simple tessellating patterns involving
Applying and constructing and such as jigsaws or pattern or structure. activities which involve transformations in and identifies simple transformations using
manipulating shapes in shape sorters moving, comparing or various contexts e.g. transformations models or materials
Problem- meaningful contexts. combining shapes e.g., printing in art, barrier e.g., pentominoes,
Solving tangrams puzzles, block games; paper folding tangrams
play. for symmetry

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References

Department of Education and Science (1999). Primary School Curriculum: Introduction. Dublin:
Government Publications. Accessed at:
http://www.ncca.ie/uploadedfiles/Curriculum/Intro_Eng.pdf

Department of Education and Science (1999). Primary School Mathematics Curriculum. Dublin
Government Publications. Accessed at
http://www.ncca.ie/uploadedfiles/Curriculum/Maths_Curr.pdf

Department of Education and Skills (2011). Literacy and Numeracy for Learning and Life: The
National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-
2020. Dublin: Department of Education and Skills. Accessed at
https://www.education.ie/en/Publications/Policy-Reports/lit_num_strategy_full.pdf

Dooley, T., Dunphy, E, & Shiel, G. (2014). Mathematics in Early Childhood and Primary
Education. Research Report 18. Dublin: National Council for Curriculum and Assessment.
Accessed at http://ncca.ie/en/Publications/Reports/NCCA_Research_Report_18.pdf

Dunphy, E. Dooley, T & Shiel, G. (2014). Mathematics in Early Childhood and Primary
Education. Research Report 17. Dublin: National Council for Curriculum and Assessment.
Accessed at http://ncca.ie/en/Publications/Reports/NCCA_Research_Report_17.pdf

National Council for Curriculum and Assessment (2007a). Assessment in the Primary School
Curriculum: Guidelines for Schools. Dublin: National Council for Curriculum and Assessment.
Accessed at: http://www.ncca.ie/uploadedfiles/publications/assess%20%20guide.pdf

National Council for Curriculum and Assessment (2007b). Guidelines for Teachers of Students
with General Learning Disabilities. Dublin: National Council for Curriculum and Assessment.
Accessed at: http://www.ncca.ie/uploadedfiles/Publications/SEN_Introduction.pdf

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National Council for Curriculum and Assessment (2009). Aistear: The Early Childhood
Curriculum Framework. Dublin: National Council for Curriculum and Assessment. Accessed at
www.ncca.ie/earlylearning

National Council for Curriculum and Assessment (2016). Background Paper and Brief for the
development of a new Primary Mathematics Curriculum. Dublin: National Council for
Curriculum and Assessment. Accessed at
http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Educati
on/Primary-Education/Primary_Developments/Maths/Developments/Maths-Background-
Paper-131016_TC.pdf

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List of tables and figures

List of tables
Table 1: Primary Mathematics Curriculum, 1999 and 2018 ................................................................... 9
Table 2: Contents of the Primary Mathematics Curriculum and Toolkit ............................................ 10
Table 3: Overview of Curriculum Strands and Learning Outcome Labels .......................................... 27
Table 4: Algebra: Learning Outcomes and Labels ................................................................................ 32
Table 5: Data and Chance: Learning Outcomes and Labels................................................................. 32
Table 6: Measures: Learning Outcomes and Labels ............................................................................. 33
Table 7: Number: Learning Outcomes and Labels............................................................................... 34
Table 8: Shape and Space: Learning Outcomes and Labels .................................................................. 35
Table 9: Overview of Progression Continua........................................................................................ 39

List of figures
Figure 1: Five aspects of Mathematical Proficiency .............................................................................. 21
Figure 2: The elements of primary mathematics .................................................................................. 28

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Appendix 1: Overview of development of specification

Key milestones for specification development

In Autumn 2014, the NCCA published two mathematics research reports (Dunphy et al.,
2014; Dooley et al., 2014) at a conference in Dublin Castle titled Maths is surprisingly important
and cognitively fundamental. In addition to these reports, the NCCA also published a
commissioned audit of mathematics curriculum policy across 12 jurisdictions. Building on this
work, Autumn 2016 saw the publication of a background paper and brief to support the
development of the new Primary Mathematics Curriculum. The research reports, audit,
background paper and brief can be found on the website at
www.ncca.ie/primarydevelopments.

In July 2016, the Minister wrote to the NCCA requesting that, in the context of the Council’s
work on primary mathematics, particular consideration would be given to ensuring that every
child has an opportunity to develop the computational, and flexible and creative thinking skills
that are the basis of computer science and coding. He also expressed hope that it would be
possible to use some of the learning from the CoderDojo project and similar initiatives in
considering approaches to integrating coding into the primary curriculum. In responding to
the request, the NCCA completed an initial desktop audit of coding in the primary curriculum
in 22 jurisdictions. The audit showed that, increasingly, computer science and coding are being
included in curriculum policy at primary level, albeit that this trend is very much at an early
stage. The audit further showed that a number of different approaches are used—developing
a specific course or subject specification, integrating into other subjects such as mathematics
and/or science, or embedding across the curriculum, for example, as part of a key competency
in ICT. In light of the audit findings and findings more generally about overload and competing
priorities in the current curriculum, the Council recommended that the how, where and when
decisions about coding as an integral part of the primary curriculum should be made during,
and as part of, the wider review of the primary curriculum in 2017 and 2018, since this review
will determine decisions about the purpose, structure, stages, time allocations, and content
of a redeveloped curriculum. In the meantime, we can embed the basis of coding—
computational thinking, and flexible and creative thinking skills—in the new curriculum
specification for mathematics currently under development.

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In September 2016, a new Early Childhood and Primary Mathematics Development Group
was convened. An induction meeting was organised for members on September 29th, 2016.
The Maths Development Group has, to date, met on nine occasions:

§ 2016 – September 29th, October 20th, December 1st

§ 2017 - February 9th, March 23rd, April 27th, May 18th, June 21st, September 6th.

These meetings were supported by a roundtable meeting of academics and researchers in

early childhood and primary mathematics education held in January 2017 which explored the
most recent research pertaining to primary mathematics. The Development Group has
formulated a vision for the presentation of the components of the new Primary Mathematics
Curriculum that is consistent with the structure of the Primary Language Curriculum, with
which primary teachers are becoming increasingly familiar, emphasising the potential for
integration between both curricula while, simultaneously, holding the integrity of mathematics
as a discipline.

Drafting and reviewing curriculum drafts

Initial specification work focused on clarifying and expanding the curriculum goals and aims as
outlined in the Background Paper and Brief for the Development of the New Primary Mathematics
Curriculum (NCCA, 2016). Informed by these, the Curriculum Rationale and Aims were
drafted and the roles of the curriculum components were defined (See Table 2). Each
component underwent several iterations and was presented to the Board at the March and
May meetings. In addition to the Rationale and Aims, an overview of the Learning Outcomes
and Learning Outcome Labels was devised to offer the ‘big picture’ of learning across the
curriculum strands. An elements framework was then devised as a development tool to
support drafting of Progression Continua for each Learning Outcome Label. With this
groundwork in place, initial drafts of Progression Continua were written. Each draft has now
undergone an iterative process of review and refinement involving:

§ Development Group members

§ commissioned experts from the field8

8
A commissioned expert is a member of the academic community with a wide research base and knowledge of the
mathematical domain under review.

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§ a consultative group of teachers and principals representing special school settings—

mild/moderate and severe/profound

§ NCCA Early Childhood and Primary Mathematics Team.

Commissioned experts were asked to review drafts in terms of mathematical accuracy,

plausibility and coherence across the continua. Following this, further revisions were made
and then presented to the Development Group for further discussion. Development Group
members conducted collective and individual reviews of each draft Progression Continuum
and its associated Learning Outcomes. In reviewing the drafts, members checked for
coherence with the brief and the curriculum’s Rationale and Aims, and they reviewed the
suitability and clarity of Learning Outcomes for teachers, learners and parents.

More recently, two consultative workshops were held in Scoil Chormaic in Cashel with a
group of teachers and school leaders from Scoil Chormaic and Scoil Aonghusa. These teachers
represented children in special school settings catering for children with a range of learning
disabilities from mild to severe/profound. This consultative group was asked to conduct a
specific review of the drafts to further improve the inclusivity of the specification. A review
of the language register, specifically of terminology in the Learning Outcomes and Progression
Continua, was conducted by a commissioned expert during Summer 2017.

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Appendix 2: Suggested examples of children’s learning

The Primary Mathematics Toolkit will include a range of Examples of children’s learning and
development. These Examples will illustrate how individual learning events and tasks can
provide teachers with rich information about children’s mathematical learning, and can
support them in planning for meaningful pedagogical experiences.

For the consultation draft of the specification, a number of ideas for children’s learning are
presented here to support teachers as they use the curriculum to plan for, teach and assess
children’s learning.

These examples have been generated by curriculum development group members who have
extensive experience in mathematics teaching and learning. Examples are referenced
according to their correlation on the Progression Continua9.

For example, 8.R.c pertains to

Learning Outcome 8 - Spatial Awareness and Location

Element – Reasoning

Progression Milestone - c

3. Data
3.C.c Examples of organisational modes can include Carroll diagram, Venn diagram, the
children themselves and sorting boxes. Children could sort a range of pictures and items of
negation, for example animal/not animal, straight line/non-straight line.

3.C.e Children work with data that is relevant to them, that is, school data where children
generate questions based on the data. Data does not always have to be numerical. A visual
schedule of their school day can be used.

3.C.f Example can include a line plot

9
This reference functions to support teachers as they navigate Examples of children’s learning during the consultation
phase. In the final publication of the Primary Mathematics Curriculum, Examples will be hyperlinked to the relevant
Progression Continua for ease of use.

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3.UC.f Examples can include children bird-watching and representing the data in multiple
modes. Further examples can include spots, hobbies, television programmes, and food.

3.APS.d Examples can include comparison of a data sample with another data sample. How
the children in the class travel to school: the data will be the modes of transport and can be
represented through pictograms, bar chart, line plot, etc.

7. Uses of Number
7.APS.b Video example of a ‘number hunt’ in the classroom and local environment.

7.UC.b Role play in a print rich, high quality, number environment.

7.UC.c Video example of point 4 as cross-curricular to data, geography, SPHE

8. Place Value
8.UC.e/f Video example of children playing the nice/nasty place value game. Number of
cards showing 1-10 turned upside down: children pick 3 numbers and facilitator decides if it’s
a nice (high value) or nasty (low value) game. Whoever gets the highest (nice) or lowest(nasty)
number is the winner.

8.C.c Video of a shop where children are swopping money for goods.

8.R.c Video of children ordering playing cards, human number line. PDF download of five
frame, ten frame.

9. Numeration and Counting

9.C.b Examples of drawings where children communicate their ideas about number and
quantity using different modes; for example, Child A uses tally marks or dots, child B draws
representative images of 5 circles for 5 frogs, child C uses fingers, child D uses everyday
objects.

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10. Operations
10.UC.b Video showing children identifying the empty set; for example, Which Teddy has
no cup?

11. Fractions
11.R.e Video of sharing a pizza/bar of chocolate (whole) and sharing a bag of marbles (set).

11.APS.e Video of a cooking lesson using fractions.

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Appendix 3: Meta-practices

Extract from Research Report No. 18 (p.9)

Good mathematics pedagogy incorporates a number of meta-practices (i.e., overarching
practices) including the promotion of math talk, the development of a productive disposition,
an emphasis on mathematical modelling, the use of cognitively challenging tasks, and formative
assessment. The literature offers a range of perspectives, and advice, as to the issues for
educators in integrating these elements into their practices. In doing so, the vision of
‘mathematics for all’ is supported. Good mathematics pedagogy can be enacted when
educators engage children in a variety of mathematically-related activities across different
areas of learning. The activities should arise from children’s interests, questions, concerns and
everyday experiences. A deep understanding of the features of good pedagogy should inform
the ways in which educators engage children in mathematically-related activities such as play,
story/picture-book reading, project work, the arts and physical education. The potential of
these activities for developing mathematical proficiency can best be realised when educators
focus on children’s mathematical sense-making. In addition, educators need to maximise the
opportunities afforded by a range of tools, including digital tools, to mediate learning.

More information on good pedagogy to support mathematical learning can be found at:

Dooley, T., Dunphy, E, & Shiel, G. (2014). Mathematics in Early Childhood and Primary
Education. Research Report 18, National Council for Curriculum and Assessment, Report,
Dublin. Accessed at http://ncca.ie/en/Publications/Reports/NCCA_Research_Report_18.pdf

Five overarching meta-practices that are essential in promoting mathematical thinking and
understanding, and that are important in helping children towards achieving the overall aim of
mathematical proficiency are highlighted in this research report, namely

§ play

§ story/picture-book reading

§ project work

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§ learning through the arts, drama and physical education

§ the use and integration of tools including digital technologies.

These meta-practices should permeate all learning activities if optimal mathematical learning
and development are to be promoted.

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