Year 1 Mathematics Journey
What pupils learn across 2026-2027
The Longlands approach
Pupils learn mathematics through small, connected steps. Teaching develops factual fluency, accurate methods and the ability to select and apply knowledge when reasoning and solving problems. The sequence may be adjusted when assessment shows that pupils need more time, practice or an earlier prerequisite.
- Counting, reading, writing and representing numbers; place value within two-digit numbers.
- Addition and subtraction using objects, images and number facts.
- Equal groups, early multiplication and division; 2D and 3D shape; practical measurement.
- Counting and comparing to 100; doubles, near doubles and number bonds.
- Addition and subtraction strategies; arrays, grouping and sharing.
- Shape and symmetry; length, mass and capacity; halves and quarters; position, time, money and simple data.
- Partition and rearrange numbers; sequence and sort, including odd and even.
- Consolidate addition, subtraction, multiplication, division and fractions.
- Measure, describe shapes and movement, tell time to the hour and half hour, use money and interpret simple data.
Fluency and recall
Blue to turquoise bands: composition of 6-9, bonds to 10, add/subtract 1 and 2, zero, doubles and near doubles, and adding 10.
How mathematics is taught
- Retrieve and connect to earlier knowledge.
- Teach one precise small step using explicit modelling and agreed representations.
- Guide practice before pupils work independently.
- Use daily deliberate practice to build accuracy and automaticity.
- Teach mathematical vocabulary and sentence stems explicitly.
- Include reasoning and problem-solving within the current unit.
Assessment and support
Teachers use questioning, mini-whiteboards, observation, live marking, exit checks and work in books to identify what pupils understand. End-of-unit checks and termly assessment add to this evidence. Misconceptions are addressed through re-modelling, guided practice, pre-teaching or same-day intervention.
Pupils who need further support receive smaller steps and additional practice while the curriculum remains ambitious. Significant earlier gaps are addressed through precisely targeted teaching.
How families can help
Practise bonds to 10, count in 2s, 5s and 10s, tell o’clock and half-past times, and compare everyday lengths, coins and shapes.
Important note
This guide summarises the planned curriculum for parents. Teachers may adjust the order or time spent on a unit in response to assessment, while ensuring that statutory year-group content is taught.
Year 1 Mathematics Journey
