Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.
Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics.
(National Curriculum in England Framework Document, September 2013, p10)
Connections within Mathematics
Making connections to this topic in adjacent year groups
[NB This topic does not appear in Year 3, so we are including Year 2 statutory requirements here]
Pupils should be taught to:
- order and arrange combinations of mathematical objects in patterns and sequences
- use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti- clockwise).
Pupils should work with patterns of shapes, including those in different orientations.
Pupils use the concept and language of angles to describe ‘turn’ by applying rotations, including in practical contexts (e.g. pupils themselves moving in turns, giving instructions to other pupils to do so, and programming robots using instructions given in right angles).
- identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.
Pupils recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2-D grid and coordinates in the first quadrant. Reflection should be in lines that are parallel to the axes.
Cross-curricular and real life connections
Learners will encounter coordinates in:
- Geography, when learning about map referencing and directions.
Learners will encounter translation in:
- DT, when designing rooms, planning buildings and construction projects
- Art, when looking at patterns and architecture